Written Answers Nos. 39-54
39. Deputy Alan Farrell asked the Minister for Education to provide an update on her Department’s plans to increase the provision of school bus services in Dublin Fingal; and if she will make a statement on the matter. [23909/24]
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 are being transported on a daily basis to schools throughout the country.
This figure comprises over 135,000 pupils travelling on mainstream services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine
The total cost of the scheme in 2023 was €382.02m.
Under the current terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport, who apply and pay on time, are accommodated on school transport services where such services are in operation. Children who are eligible for school transport but for whom no service is available may be offered the Remote Area Grant towards the cost of making private transport arrangements. The Remote Area Grant is also payable for eligible children who may have to travel 3.2kms or more to or from a designated pick up/set down point.
Temporary Alleviation Measures (TAMS) at post-primary level, which have been in place since 2019, are being continued for the 2024/25 school year. Under these measures, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated.
Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
It should be noted that planning for school transport services in any given year will commence in the December to January preceding the start of that school year. In this regard planning for the 2024/2025 school year is underway with my officials in regular engagement with Bus Éireann in this regard.
A review of the School Transport Scheme has been completed. 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 School Transport Scheme 2030 report has now been published. It marks the largest review of the School Transport Scheme since it was established in 1967. 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.
Overall, the recommended changes to the future operation of the Scheme include:
• 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 the best value for money to the Exchequer.
A phased implementation of the review’s recommendations will begin in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of transport networks with school transport routes.
It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
40. Deputy Pádraig O'Sullivan asked the Minister for Education to provide an update on school building projects in Cork; the number of new schools in planning stage; the number of new school builds that have started; the number that have yet to be tendered for; and if she will make a statement on the matter. [23766/24]
Amharc ar fhreagraSince 2020, my department has invested in the region of €4.8 billion in our schools throughout the country, involving the completion of over 800 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2bn.
I also recently announced that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The key drivers of capital investment in the schools sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.
Since 2020, in Cork alone, we have invested in excess of €570 million in our schools and completed approx. 120 school building projects. Construction is currently underway at 17 other projects (all of which are extension/refurbishment projects). We also have 9 modular accommodation projects that are at construction stage. There are 7 Large Scale/ASA projects in Cork at tender stage, 1 of which is a new school project. There are 150 Large Scale/ASA projects in Cork moving through the various stages of design, of which 19 are new school projects.
These projects are being delivered to ambitious timeframes, and the position on individual projects evolves all the time as they advance through various stages. The status of all projects is set out at (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction. The nature of a large capital programme is that timelines for delivery can vary, but the Department endeavours to manage the overall school building programme to ensure that projects are delivered in the shortest possible timeframe.
41. Deputy Sorca Clarke asked the Minister for Education when the counselling supports pilot scheme that was rolled out to a number of primary schools across seven counties will be reviewed, fully implemented and extended to the rest of the counties. [23806/24]
Amharc ar fhreagraIn June 2023, I was very pleased to launch a €5 million pilot of counselling and wellbeing supports in primary schools in selected counties. My Department also secured additional funding in Budget 2024 to continue the pilot for an additional year, until June 2025. This further supports the range of mental health and wellbeing supports already provided by my Department and the excellent work already happening in schools in relation to wellbeing. All of which supplements the mental health supports which are offered by the HSE throughout the country.
Schools in pilot areas have warmly welcomed both strands of the pilot. Strand 1 sees direct counselling supports being provided to primary schools for the first time. NEPS psychologists are supporting schools to identify and prioritise children to access the counselling support, guided by the Continuum of Support, and subject to parental or legal guardian informed consent.
My Department has set up county panels of pre-approved private counsellors providing one-to-one counselling in primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan, and Tipperary. The counsellors on the panel are currently providing counselling sessions to children in primary schools in the pilot counties.
In total, 778 blocks of counselling have been allocated to schools across the pilot counties, which provides an allocation to 778 children in these counties. To date, 35 counsellors have been recruited across the 7 pilot counties. Counsellors are available to work in all 7 counties of the pilot and my Department continue to accept applications from counsellors on an ongoing basis. The Department is actively recruiting counsellors to work on this pilot and I would encourage all counsellors who are accredited by the accrediting bodies included to make themselves available for this important work.
Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and involves the introduction of Education Wellbeing Practitioners to provide enhanced in-school supports for a cluster of primary schools in Cork, Carlow, Dublin 7, and Dublin 16.
15 Education Wellbeing Practitioners have been recruited to the four cluster areas and have undergone an intensive training programme provided by NEPS. The Education Wellbeing Teams are working with pupils, parents, and school staff to support wellbeing and resilience at a whole school level. NEPS psychologists are providing oversight and professional supervision to support and maintain the work undertaken by the practitioners. This will ensure safe practice and the use of evidence-informed programmes and supports in schools.
As this is a pilot, it is not possible to include all schools. An external evaluation is being commissioned to review both strands of the pilot. Through this existing pilot programme and subsequent evaluation my Department is confident that it will gather valuable learning that will inform future policy and provision in this area.
Separately, to supplement support for the post-primary sector, I recently announced a tender to procure services to further support wellbeing and mental health in post-primary schools. The tender process is currently underway to seek suitable providers to work with the Department to enhance the support already being provided through Student Support Teams to support the wellbeing and mental health of young people in post primary schools.
42. Deputy Pa Daly asked the Minister for Education the measures she is taking to combat large class sizes; and if she will make a statement on the matter. [23770/24]
Amharc ar fhreagraBudget 2024 has provided for an unprecedented €10.5 billion investment in Education and Schools in Budget 2024 which includes an increase of €421 million in core current funding, as well as over €80 million in core capital funding. These additional funds build on significant increases in recent budgets and further enhance the investment in Ireland’s primary and post-primary education system. The significant increased investment is the largest Education budget in the history of the state and reflects government’s commitment to a quality inclusive school system and improved learning outcomes for every student.
In the three previous Budgets, I prioritised reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the lowest level ever seen at primary level. A three point reduction in the retention schedule, which I introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. I also improved teacher allocations for DEIS Urban Band 1 schools which now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 15.7:1 to 13.4:1 at primary level when comparing the 2016/17 school year to the 2022/23 school year. In the same period the primary staffing schedule improved from 27:1 to 24:1. Average class sizes at primary improved from 24.6 to 22.8 in the same period. The improvements brought about by Budget 2023 for this school year will be available in the statistical reports published at the end of the school year.
43. Deputy Jennifer Murnane O'Connor asked the Minister for Education to detail the funding that has been made available for STEM in schools; if there is a shortfall in funding; if more funding will become available to support STEM; and if she will make a statement on the matter. [23683/24]
Amharc ar fhreagraI can advise the Deputy that the promotion of STEM (Science, Technology, Engineering and Mathematics) and digital learning within our education system is a key priority for the Department of Education, and is reflected in multiple strategy documents, such as the STEM Education Policy Statement, Digital Strategy for Schools, Action Plan for Education, Ireland’s National Skills Strategy, Arts in Education Charter, and the National Strategy: Literacy and Numeracy for Learning and Life. STEM education at primary and post-primary schools focuses on developing a range of key skills that are essential for living and working in today’s world.
The Department provides considerable supports for STEM through areas such as curriculum development, teacher professional development, the development of resources, the purchase of equipment, building of laboratories, digital technologies etc.
For example €50 million issued recently to recognised schools for Information and Communications Technology (ICT). and represents the second tranche of ICT funding under the Digital Strategy for Schools to 2027. Funding of €50m also issued to schools in late 2021. Under the previous Digital Strategy for Schools 2015 to 2020, there was an overall investment of €210m issued to all recognised primary and post-primary schools. A further €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility issued to all recognised schools at risk of educational disadvantage through the digital divide in late 2021. Separately, my Department operates the Schools Broadband Programme at an annual cost of some €13m, providing high speed connectivity to all primary special and post-primary schools based on local infrastructure.
My Department also supports initiatives such as SciFest, ESB Science Blast, the Discover programme with Science Foundation Ireland and BT Young Scientist and Technology Exhibition. in which many schools participate and benefit.
The STEM grant scheme was an action in the STEM Education Implementation Plan to 2026 which was published in 2023. A total grant of €4.7m was paid out, on foot of €25m of applications made, to support schools in carrying out projects to stimulate an increased interest in STEM.
The amount of funding available for STEM in future will depend on the priorities and demands on the Department’s allocated budget.
44. Deputy Thomas Gould asked the Minister for Education if the Government intends to expand the Covid learning and supports scheme. [23837/24]
Amharc ar fhreagraThe programme called Covid Learning and Support Scheme (CLASS) was put in place to help schools mitigate the adverse impacts of Covid-19 on pupil/student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021. As this was a specific response to Covid-19 there are no plans to run this scheme again.
All primary, post primary and special schools received additional allocations of CLASS hours, based on the criteria set out in Department of Education Circular 0045/2021.
Schools were advised that they could provide additional teaching support to pupils/students who, in their view, arising from COVID-19 disruption, were at most increased risk of learning loss and/or at risk of early school leaving.
Guidance was provided for schools in relation to how the additional teaching hours should be best used and as to how schools should identify and prioritise pupils for support.
CLASS hours were therefore available for all pupils, and it was a matter for each school to allocate the hours within their school in a manner which best supported the pupils who were in most need.
The total estimated expenditure on CLASS for 2021-2022 was €44.7 million.
45. Deputy Pádraig O'Sullivan asked the Minister for Education the level of funding and plans for this year’s Summer Programme in Cork; and if she will make a statement on the matter. [23765/24]
Amharc ar fhreagraDetails of the 2024 Summer Programme were published on the 21st March 2024. 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. As in previous years, all of the €40m funding is utilised to meet the needs of our most vulnerable children.
All schools, including those schools in Cork, 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.
Since 2019, the Summer Programme has gone from strength to strength. In 2023, approximately 1,400 schools and more than 50,000 children took part in the Summer Programme. This is compared to the more than 300 schools and 13,000 children who took part in 2019.
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. To this end, the Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2024 programme.
A Home-based Summer Programme will also again be available for children with complex special educational needs where their school is not running a Summer Programme or a place on a school-based programme is not available to them.
All the supports and incentives introduced, both in 2024 and in previous years, have been developed and designed to increase participation by allowing all schools to provide the Summer Programme. These measures are aimed at maximising the number of children who can participate in a school-based programme with a specific focus on ensuring children with the most complex needs receive the targeted support.
46. Deputy Patrick Costello asked the Minister for Education if she will establish a new secondary school in Dublin 8, given the identified need in surrounding catchment area; and if she will make a statement on the matter. [23901/24]
Amharc ar fhreagraI wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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.
This demographic analysis produces school place demand projections which is then considered in the context of available capacity in any particular area. In large urban areas such as South Dublin City, demand for post primary school places in one particular school planning area can be, and is often, catered for by available capacity in a neighbouring school planning area.
There are 5 Post Primary schools in the Dublin 8 School Planning Area. The published school’s enrolment data for the 2022/23 academic year reported 1,147 enrolments in post primary schools in the Dublin 8 School Planning Area. Surveys conducted during the academic year indicated additional available capacity at these schools.
The most recent projections for Dublin 8 School Planning Area indicate a slight increase in requirements at post primary level up to 2030 followed by a projected reduction in enrolments thereafter.
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.
There is one post-primary project planned in the Dublin_8 school planning area and when completed, will cater for the demand for school places in the area:
Mercy Secondary School (Roll No: 60872A) – Phase 1 -2 Mainstream classrooms and 1 specialist room. Phase 2 -6 mainstream classrooms, 9 specialist rooms, 2 Special Educational Needs facilities and 2 Special Educational Teaching rooms.
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.
A new co-educational, multidenominational school under the patronage of Educate Together was established to serve the Dublin South City area as a regional solution. In 2020 the school opened in interim accommodation and the major project, which will provide for a 1,000 pupil school when complete, is currently at stage 3.
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.
47. Deputy Louise O'Reilly asked the Minister for Education the number of additional school places that will be available for the school year starting August/September 2024, above 2023 levels, for children with additional needs in the Fingal area at primary and secondary level, by school places in ordinary classes and special classes in mainstream schools, in tabular form. [23685/24]
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.
This forward planning has resulted in over 3,000 special classes and the establishment of eleven new special schools in recent years and the expansion of many others. My department secured funding of €2.7 billion for special education expenditure in Budget 2024 which will provide essential supports to children with special educational needs and allow for the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
So far more than 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. Of these, 36 are in Dublin 23 in primary and 13 at post-primary level, this brings to 570 the number of special classes in the county. The attached document provides a breakdown of these new classes by area.
The NCSE continue to sanction 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.
48. Deputy Aindrias Moynihan asked the Minister for Education the number of students to date offered a new ASD primary school place in mid-Cork for September 2024; the number of students yet to be offered a new ASD primary school place in mid-Cork for September 2024; what measures are being taken to ensure that supply will meet demand for mid-Cork for September 2024; and if she will make a statement on the matter. [23832/24]
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, 57 are in Cork of which 37 are at primary level and 20 at post-primary level. This brings the total number of special classes in the county to 553.
The vast majority of these are autism classes which have a teacher/student ratio of 1:6. 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.
49. Deputy James O'Connor asked the Minister for Education if she will outline the provision of additional resources for primary and secondary schools that have taken on additional students as a consequence of large IPAS accommodation centres; and if she will make a statement on the matter. [23917/24]
Amharc ar fhreagraMy Department is committed to delivering an education system that is of the highest quality, and where every child and young person feels valued and is actively supported and nurtured to reach their full potential. We recognise schools' engagement, collaboration, and support in accommodating children of international protection (IP) applicants.
All migrant children, including children of international protection (IP) applicants, children of migrant workers, unaccompanied minors and Beneficiaries of Temporary Protection (BOTPs) can access primary and post-primary education in a manner similar to Irish nationals, until they have reached 18 years of age. Over 4,200 children in IPAS settings are currently attending schools in Ireland.
REALT
The primary role of REALT (Regional Education and Language Teams) is to assist in allocating children to school places and to support schools in meeting the needs of children as they arise.
BOTP and IP applicant families may enrol their children in schools in line with usual practice although the REALT are available to assist these families where difficulties arise.
English Language Provision
The allocation of specialist resources to schools takes account of the needs of pupils in the school including, where appropriate, English as an Additional Language (EAL) needs.
My Department has, as of 17 May 2024, allocated an additional 1,482 EAL (English as an Additional Language) posts to support primary and post-primary schools in respect of the 2023/24 school year; 1,043 in primary schools and 439 in post-primary schools.
Special Educational Needs
The National Council for Special Education (NCSE) is available to support schools that have children of IP applicants with additional or special educational needs.
My Department introduced a scheme in August 2022 to support Ukrainian children and children of IP applicants. Schools are allocated additional temporary Special Education Teaching hours and Special Needs Assistants where they enrol pupils from IPAS accommodation centres.
Schools where 10 or more such students are enrolled are eligible for additional Special Education Teacher (SET) resources. Schools are also eligible for additional SNA resources where 15 or more such students are enrolled, to a maximum of 25 teaching hours per week and a maximum of 3 SNAs on a temporary basis.
These allocations are reviewed on a term-by-term basis and resources provided are re-allocated if the pupils change school locations. To date, 240 special education teachers and 298 SNAs have been allocated to schools in relation to the additional Ukrainian and IP applicant enrolments.
Resources in schools
My Department published, at the beginning of this school year, guidance for Educational Provision for Children from Ukraine, International Protection Applicants and Children with Recognised Status. The guidance is available on gov.ie: www.gov.ie/en/publication/48639-information-for-schools-ukraine/#guidance-for-schools
A central repository of information and CPD resources for school leaders and teachers to support cultural and linguistic diversity is on the Scoilnet.ie website. These supports include EAL, intercultural and relevant curriculum supports developed by the teacher education supports services including Oide, the National Council for Curriculum and Assessment (NCCA) and the ETB sector.
Resources have been published by the NCCA to support learners with English as an additional language (EAL) across early childhood, primary and post-primary settings;
NEPS has developed support materials and teacher professional learning courses for teachers supporting new arrivals. Training entitled Embracing Diversity and a webinar called Welcome to Our Schools are available through the education centre network.
School Transport
My Department, in consultation with Bus Éireann, has put in place a process to facilitate the provision of School Transport Scheme Services for children of IP applicants arriving to Ireland. Given the ongoing movement and arrival of families, it may, in some cases, take some time to arrange such services. However, every effort is being made to ensure school transport services are up and running as they are required.
DEIS
The DEIS identification model includes a component to reflect the level of educational disadvantage experienced by students who reside in International Protection Accommodation Services (IPAS) centres or Emergency Reception and Orientation Centres (EROC).
I recognise the need to target resources to those schools that need them most. To this end, my Department is undertaking a programme of work to explore the allocation of resources to all schools to address educational disadvantage. The OECD Strength Through Diversity: Education for Inclusive Societies project has been invited to review the current approach, to provide an independent expert opinion on the current resource allocation model for the DEIS programme, and to inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools. The OECD are scheduled to finalise their report at the end of June 2024.
50. Deputy Pauline Tully asked the Minister for Education the actions she is taking to allay the concerns expressed by organisations (details supplied) regarding the circular recently issued by her Department relating to the SET allocation for each school from the 2024-2025 school year until further notice; and if she will make a statement on the matter. [23871/24]
Amharc ar fhreagraI want to thank the Deputy for raising this issue.
The Special Education teaching allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need.
It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our Pupil to Teacher Ratio at primary level is now 23:1.
This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs.
In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.
Our policy relating to supporting all of our children in our schools based on their level of need remains.
The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teaching hours and schools who have any concerns can engage with the NCSE on their allocation.
Additional resources will be provided to schools in cases where the NCSE have identified that this is required.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system.
The circulars have been publicly supported by the National Parents Council and bodies representing principals at both primary and post primary.
Since the publication of the allocations for 2024/25, officials in my department have undertaken very considerable briefings with the organisations that you have mentioned to address their concerns.
A full day in person briefing session took place on Monday the 4th March with the organisations mentioned, the National Parents Council and Senior officials from my Department, NSCE and NEPS.
This briefing provided an opportunity for the organisation to raise their concerns and to allow the departments Senior Official to respond to and clarify any misperceptions. Following the meeting the department provided the organisations with written responses including presentations on the changes.
Department officials have been in communications with the organisations in recent weeks in relation to work that is ongoing on updating the guidelines for schools on the deployment and usage of the Special Education Teachers resources allocated.
The organisations feedback was received earlier this week and is being reviewed by the working group at present.
In addition, the Department meet with, and consult with these groups on a regular basis on a range of issues, either pertinent to their own members or regarding national policy.
51. Deputy Paul Murphy asked the Minister for Education the action she will take to make sufficient resources available in schools for children with additional needs; and if she will make a statement on the matter. [23916/24]
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. 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.
52. Deputy Brian Stanley asked the Minister for Education the number of children in Laois who have been assessed as requiring a place in an ASD unit at primary school level; where new classes will be provided in September in County Laois; and if she will make a statement on the matter. [23737/24]
Amharc ar fhreagra59. Deputy Brian Stanley asked the Minister for Education the number of pupils in Laois who have been assessed as requiring a place in an ASD unit at secondary school level; where new classes will be provided in September in County Laois; and if she will make a statement on the matter. [23738/24]
Amharc ar fhreagraI propose to take Questions Nos. 52 and 59 together.
I 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, and of these 11 are in County Laois, 6 at primary level and 5 at post-primary level. This brings to 99 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.
The attached document provides a breakdown of the 11 new classes in County Laois for the 2024/25 school year as of 21 May 2024.
My department and the NCSE are actively engaging with school patrons and management bodies to ensure additional special classes for the coming school year are provided in areas where they are needed.
I expect these remaining new special classes will be finalised in the coming weeks and that this additional provision – coupled with vacancies in existing special classes - will provide the additional capacity needed. The NCSE advise that there are significant numbers of vacant places in existing special classes also available throughout the country.
It is important to note that there are vacancies in existing special classes as children move from primary to post primary or leave our school system. These places are filled on an ongoing basis.
Furthermore, the NCSE is working with schools who may be available to open classes for September 2024 but whose capacity may not be required at this time. They will remain options for additional provision if required throughout the 2024/25 school year.
The enrolment process for school places takes place at local school level, with decisions on admission resting with individual schools. Therefore, the position for each child will continue to evolve as the enrolment processes - some of which are still underway for new classes - comes to a conclusion.
This government has heard the voice of the parents in regard to the anxiety faced when seeking placement in a special educational setting.
For that reason, this government has provided significant additional resources to the NCSE to allow for their expansion. We will have 120 local special educational needs organisers at a local level in September who are a pivotal point of contact for parents, guardians and schools. This increase in on-the-ground support coupled with enhanced capacity of other services within the NCSE will bolster the level of service and provide effective structures to relieve pressure on parents.
The NCSE are working tirelessly with the families known to them to access specialist places and this will continue until children are in the places they need to be to ensure they have an appropriate education.
53. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of complaints made to the Ombudsman for Children in 2023 concerning education, outlined in the Ombudsman's annual report; her Department's plans to rectify these complaints; and if she will make a statement on the matter. [23684/24]
Amharc ar fhreagraComplaints in relation to schools and wider education matters are sent to the Office of the Ombudsman for Children and not directly to the Department of Education. The Office of the Ombudsman for Children deals directly with schools on specific issues raised by parents, and these are not collated by the Department. The Department regularly engages with the Ombudsman for Children to provide information to assist in resolving complaints.
Issues raised in correspondence from the Ombudsman for Children during 2023 include: Therapy in Primary Schools; Plan for places for Children with Special Needs; Exceptionally Gifted Children; SET allocations; NCSE Policy advice on Special Schools; and Emergency Works Scheme. The issues raised by the Ombudsman for Children during this time were generally requests for information and clarity on how particular matters were being dealt with.
54. Deputy Martin Browne asked the Minister for Education the actions she plans to take following comments by the Ombudsman for Children at the Oireachtas Joint Committee on Public Petitions that in assessing school places for children with special educational needs, local knowledge appears not to fit into a national plan to allow every area to get the funding they require from within her Department; and if she will make a statement on the matter. [23893/24]
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 13 are in County Tipperary, 8 at primary and 5 at post-primary level. This brings to 133 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.
