Written Answers Nos. 171-190
171. Deputy Cormac Devlin asked the Minister for Education the number of schools participating in the summer programme for 2024, by county, including a full list for County Dublin, in tabular form; and if she will make a statement on the matter. [26802/24]
Amharc ar fhreagraDetails of the 2024 Summer Programme were published on the 21st March 2024. Funding of €40m is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children.
All schools 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.
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.
The information sought is currently being collated and will be forwarded directly to the Deputy.
172. Deputy Niall Collins asked the Minister for Education if a decision on an application by a school (details supplied) will be expedited; and if she will make a statement on the matter. [26820/24]
Amharc ar fhreagraI wish to confirm that my Department received an application from the school authority in question for the use of their school in connection with a pre-school service.
As the Deputy may be aware schools themselves are free to decide if they wish to make their facilities available for the running of early learning and care and/or school-age childcare services, and my Department understands that some schools do so. Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.
In 2017 guidelines, which were developed in consultation with school authorities, on the use of school buildings outside of school hours were published (Guidelines on the use of School buildings outside of School Hours) and a copy of these Guidelines is available on my Department's website. These Guidelines include information which school authorities should consider in the event that they receive an application for the use of their school in connection with a pre-school. Where that proposed use may take place within school hours consideration has to be given to the impact on the capacity of the school to meet its requirements, including special education provision.
The priority use for school accommodation is, necessarily, the provision of mainstream primary and post primary school places, as well as provision for children with special educational needs. Therefore, where a school is letting of part of its property as an early learning and care setting during school hours, they must first have the prior approval of the Minister. In addition, where schools enter an agreement for the use of their facilities it should include a condition that the agreement may be terminated should the facility be required for education provision.
The Board of Management is responsible for the direct governance of a school and for the use of school resources and facilities subject to the approval of the Trustee/Patron. The onus is on the Board of Management and the Patron to ensure that there is sufficient accommodation to meet the school’s long-term projected enrolment and any development which may arise in the area. In that regard, where additional accommodation is required at the school in the future, any accommodation used for purposes other than primary school provision must revert to mainstream use as soon as the need arises. The use of classrooms for teaching and learning is the priority for the school.
Officials from my Department have been in contact with the school in question and the school have been notified of the decision.
173. Deputy Cathal Crowe asked the Minister for Education if she will arrange for personnel from the primary building unit of her Department to visit, as soon as possible, a school (details supplied) to assess the school's current sub-standard accommodation and to provide guidance on the school's application for a building extension; and if she will make a statement on the matter. [26836/24]
Amharc ar fhreagraI can confirm to the Deputy that my department has recently received of an application for capital funding under the Additional Schools' Accommodation scheme from the school in question.
The purpose of my department’s Additional Schools' 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 or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
In general, demographics have been falling at primary level and are due to continue to decrease.
Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements.
The Department’s Planning and Building Unit is therefore carefully analysing the medium to longer-term requirements for additional accommodation taking account of enrolment projections and the need to make optimum use of existing capacity in schools in the area.
Our main focus is on the most critical needs for the next school year. In the context of making most effective use of our capital allocation, and mindful of climate action goals, we are working to make sure that all school accommodation capacity is being maximised. We are looking at how each individual school’s accommodation can be best utilised and at capacity across schools in each school planning area.
The application for this school is being considered in this context and we are working to get a decision communicated to the school as soon as possible.
174. Deputy Jackie Cahill asked the Minister for Education if she has further considered lifting the age ban on Bus Éireann drivers over the age of 70 years; and if she will make a statement on the matter. [26839/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
It is Bus Éireann company policy that normal retirement age for all Bus Drivers is currently 70 years. This includes Bus Éireann Bus Drivers and drivers nominated by private operators who operate services as part of the School Transport Scheme. They 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.
Bus Éireann and Department officials meet regularly to discuss operational and policy matters.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann keep the age limits of drivers under review, they have informed the Department that there is no plan to increase the age limit further at this time.
175. Deputy Catherine Murphy asked the Minister for Education the steps she will take to ensure sufficient primary school places for the growing population of Sallins. [26851/24]
Amharc ar fhreagraThe provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – pupils coming from outside the local area
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.
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 relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This 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.
There are currently a number of active projects at primary level in the Naas School Planning Areas which will increase local capacity. The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
My Department will continue to keep the school place requirements in Sallins, as with other areas across the country, under review.
176. Deputy Joe Carey asked the Minister for Education the status of the new school build for a school (details supplied); the proposed commencement date for building; and if she will make a statement on the matter. [26872/24]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Limerick, Clare Education and Training Board and is currently at Stage 3 of the architectural process.
The tender report has been received by my Department and is currently under review from both a technical and cost perspective. The review is nearing completion, and my department will revert to LCETB directly on the outcome and the next steps to progressing this important project.
My department will continue to work closely with LCETB to provide any assistance needed to progress this project while LCETB will engage directly with the school authority to keep it informed of all developments.
I can assure you that the Department is committed to ensuring appropriate accommodation is available for the pupils in Gaelscoil Donncha Rua and will in the wider context outlined, ensure that this project - as for all projects on the school building programme - is subject to the due diligence required under the Public Infrastructure guidelines. It is a challenging construction environment across all sectors (Education, Housing, Transport etc.) and the Department is also required to manage the timing, scope and cost of individual projects to remain within budgetary parameters for the overall programme – this involves constant review throughout the project life cycle.
Since 2020, the Department of Education 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. 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 status of all projects in the pipeline, including those at tender stage, is set out by County at (www.gov.ie) and is updated on a regular basis.
177. Deputy Michael Moynihan asked the Minister for Education the supports available for teachers with disabilities; and if she will make a statement on the matter. [26891/24]
Amharc ar fhreagraAs detailed in Section 15 of Circular 0013/24, setting out the sick leave entitlements for teachers, the Employment Equality Acts require employers to take reasonable steps to accommodate the needs of employees and prospective employees with disabilities.
Reasonable accommodation typically involves some modification to the tasks/structure of a job or workplace environment, which would enable such an employee to fully perform their work role and enjoy equal employment opportunities. An employer will make reasonable adjustments for teachers who have a disability, or who have acquired a disability, to have reasonable accommodation made to facilitate their return to work.
However, employers are not obliged to provide special treatment or facilities if the cost of doing so is excessive or disproportionate. The employer should explore in conjunction with the teacher and the OHS any appropriate enabling options, for example (these examples are not exhaustive):
• Making reasonable adjustments to the school building and/or working space
• Acquiring relevant equipment or modifying existing equipment
• Partial Return to Work
• Job Sharing – subject to the provisions of the Job-Sharing Scheme.
Decisions in relation to reasonable accommodation measures are a matter for the individual school authority as the employer, in line with the provisions of the Employment Equality Acts, and not for the Department of Education.
The Employee Assistance Service provides advice to all school staff on a range of issues including wellbeing, bereavement, conflict and mediation. Where required, short-term counselling is available to all school staff and their family members. The service provides support and advice to managers to help them deal with health and wellbeing issues personally and in the workplace. It also provides a series of webinars and presentations to promote wellbeing in schools.
The Employee Assistance Service is provided by Spectrum.life and is a self-referral service where school staff have access to a dedicated free-phone confidential helpline. The service is available 24 hours a day, 365 days a year.”
Teachers with disabilities may also be entitled to other supports from the Department of Social Protection such as Disability Allowance or Partial Capacity Benefit but would need to contact that Department in order for that Department to make an assessment of any benefits or assistance that they may be entitled to.
178. Deputy Michael Moynihan asked the Minister for Education if a teacher in County Cork (details supplied) will be eligible to register under route 4 with the Teaching Council; and if she will make a statement on the matter. [26892/24]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Council registers teachers under the Teaching Council Act and there are five routes of registration. To be admitted to the Register of Teachers, applicants must meet the requirements for registration as set out in the Teaching Council (Registration) Regulations 2016 . My Department has no role in the registration of individual teachers.
In order to be eligible to register under Route 4 – Other, a person is required to hold a special education teaching qualification obtained outside the State. These applications are assessed by the Teaching Council to ensure that they meet the requirements for Special Educational Needs teaching in Ireland.
Applications under Route 4 – Other (Qualified outside the Republic of Ireland) will continue be assessed by the Teaching Council to ensure that they meet the requirements for Special Educational Needs teaching in Ireland., including that referred to by the Deputy. It is a matter for the Council to determine if the qualifications are such to qualify to be registered under Route 4.
I would advise the individual referred to continue to liaise with the Teaching Council and follow any advice or guidance that they may give on the matter in accordance with their statutory role, and the legal framework established by the Council for the regulation of the teaching profession.
179. Deputy Eoin Ó Broin asked the Minister for Education to provide an update on the funding for and delivery of the new building for a school (details supplied). [26895/24]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to the Central Remedial Clinic. The brief includes both the development of a new school building for pupils with special educational needs and a clinical services building.
The project is currently at Stage 2a (detailed design) of the architectural planning design process. Upon receipt and review of the Stage 2a report by my Department, a request for clarification and additional information has been raised with the project Design Team. Once this information is received, reviewed and approved, the next stage of the process will involve obtaining the necessary statutory approvals, preparation of procurement documents for tendering and construction in due course.
My Department has and will continue to work closely with the Central Remedial Clinic, school authority and Design Team in progressing this significant project. I can assure you that my Department is committed to ensuring appropriate accommodation is available for the pupils in Scoil Mochua and will in the wider context outlined, ensure that this important project - as for all projects on the school building programme - is subject to the due diligence required under the Public Infrastructure guidelines.
At this early stage it is not possible to provide a timeline for the completion of the project.
The status of all projects in the pipeline, including those at tender stage, is set out by County at (www.gov.ie) and is updated on a regular basis.
180. Deputy Carol Nolan asked the Minister for Education to provide an update on the commencement date for urgent works required at a school (details supplied), specifically its requirement for an additional ASD classroom, mainstream classroom and EAL classroom for September; if she is aware that the school has no contingency options; if so, what she proposes the school ought to do in the absence of a commencement date; and if she will make a statement on the matter. [26944/24]
Amharc ar fhreagraThe school referred to by the Deputy has been approved fudning for the delivery of 1 x Special Educational Needs, 1 x Mainstream Classroom & 1 X Special Education Tuition in Modular accommodation under the SEN reconfiguration & Modular Accommodation Programme.
I am pleased to confirm that this project is Devolved to the School Authority and has entered into the delivery phase with the assistance of Project Management supports. Rogerson Reddan & Associates have been appointed, from the Department’s Framework, to design the project and oversee all elements of construction.
My Department engaged directly with the School Authority when agreeing the above brief and advised that delivery of the brief could not be guranteed for the start of school year. The School Authority were advised to consider contingency planning on this basis and were advised to contact the Department for assistance in this regard.
181. Deputy Paul Kehoe asked the Minister for Education if the election process of proportional representation is covered under the CPSE curriculum in the junior cycle; and if she will make a statement on the matter. [26972/24]
Amharc ar fhreagraIn Junior Cycle, the Civil, Social and Political Education (CSPE) short course, which was updated in 2021, contributes to building the skills students need to contribute positively to a democratic society and to promote sustainable living.
CSPE gives students an understanding of social, economic and political structures at local, national and global levels and the opportunity to imagine and create ways in which they can make a difference to the lives of individuals and communities. It consists of three Strands: ‘Rights and Responsibilities’, ‘Global Citizenship’, and ‘Exploring Democracy’. There is the opportunity to cover electoral systems, particularly the proportional representation system, in the learning outcomes of the ‘the meaning of democracy’ section of the ‘Exploring Democracy’ strand.
Collaborative and active learning and the development of skills in citizenship, research, reflection and action are integrated across each of the three strands. A range of suggested actions, of varying degrees of challenge, are suggested at the end of each strand and it is also possible for teachers and students to decide on other relevant action(s). It is expected that students will engage in action as part of their learning in each of the three strands.
One of the suggested actions explicitly provided in the CSPE specification, available on curriculumonline.ie, is for students to “participate in an election count using the PR voting system. Compare the PR system with one other system of voting.” This action, along with other actions which may tie into the learning outcomes, provides the room for discussion and greater understanding of the electoral system, including the process of proportional representation.
182. Deputy Paul Kehoe asked the Minister for Education if she would consider engaging with two secondary schools in Dublin (details supplied), as regards moving to one co-educational school as there is demand in the area to do so; and if she will make a statement on the matter. [26973/24]
Amharc ar fhreagraI wish to advise the Deputy, that the decision-making authority for any change of status is the patron/trustees of the schools concerned and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any change of status proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
My Department has not received an application for a change of status for the schools which the Deputy refers to.
183. Deputy Sean Fleming asked the Minister for Education to provide a reply to correspondence (details supplied); and if she will make a statement on the matter. [26983/24]
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 based on 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 is 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 you 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.
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 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.
In Budget 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May details of year 2 of the Primary Schoolbooks Scheme were announced which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 555,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.
Revised guidance for the 2024/25 school year was published on my Department’s website at www.gov.ie/schoolbookschemes and has issued to schools.
As the scheme is now implemented in every recognised primary and special school it is expected that schools have used the funding provided in the 2023/24 school year to purchase stocks of schoolbooks and other classroom resources. Many of these items are now available to schools for reuse in the 2024/25 school year and in future school years. The funding allocated to the scheme in the 2024/25 school year takes account of this.
Schools have received €80 per pupil enrolled as of September 2023. It is open to schools to look at their requirements and plan their budget across each of the years collectively. They may choose to spend more than €80 per pupil in one class and in turn, spend less than that per pupil in another class.
In other words, while schools receive the money at the same per capita rate for all pupils they can choose to spread that expenditure differently across the years depending on the requirements. Special schools that have students enrolled in Junior Cycle programmes have received funding at the Junior Cycle per capita rate set out under the new Junior Cycle Schoolbooks Scheme.
As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.
The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. If the services of the FSSU would be of assistance to the school referred to by the Deputy, please email sdfinfo@education.gov.ie and officials from my Department will contact the FSSU on behalf of the school. Alternatively, budgeting templates and more information can be found on www.fssu.ie.
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. Officials from my Department have made enquiries with NEPS on behalf of the school referred to by the Deputy. I have been advised that the school has been informed that it has continuing access to NEPS services including the following:
Access to the NEPS service with an Advisory Psychologist
An invitation for teaching staff to participate in NEPS’ National Support and Development programmes for all primary schools. Information was provided to all schools on these programmes.
Continued NEPS support to the school in the event of a critical incident
Access to the Counselling Pilot Scheme
Where there are concerns in relation to individual pupils, the school has been provided with contact details for their local NEPS office, and a NEPS psychologist will respond to the school’s queries.
The Public Appointments Service (PAS) undertook a recruitment campaign for Educational Psychologists for NEPS earlier this year. Interviews have taken place, and panels of psychologists have been created.
184. Deputy Holly Cairns asked the Minister for Education if her Department will consider measures to prevent the loss of a teacher at a school (details supplied) for the 2024-2025 academic year. [26990/24]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.
The appeal submitted by the school referred to by the Deputy has been deemed ineligible by the Appeals Board, as the grounds of the appeal did not meet the appeal criteria published in Circular 0011/2024. The Appeals Board operates independently of the Department and its decision is final.
The school has been advised that, should its enrolments increase to the required figure, a new appeal may be submitted.
185. Deputy Marian Harkin asked the Minister for Education the reason for the cut in funding to schools providing the summer programme; if she will reverse this decision as a matter of urgency; and if she will make a statement on the matter. [26993/24]
Amharc ar fhreagraDetails of the 2024 Summer Programme were published on the 21st March 2024. I want to clarify that there was no cut to the Summer Programme budget so that the full funding of €40m is available and, as in previous years, all of this funding is utilised to meet the needs of our most vulnerable children.
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.
More than 1,700 individual expressions of interest have been received from schools seeking to run this year’s Summer Programme – representing the highest-ever uptake of the Summer Programme. Over 1,400 schools participated in the programme in 2023.
Of the schools registered for the 2024 Summer Programme to date, there are:
• 1,475 primary schools – up 19 per cent on 2023
• 205 post-primary schools – up 28 per cent on 2023
• 72 special schools – up 22 per cent on 2023 and 85 per cent on 2022.
The increase in registrations continues the positive upward trend in participation seen in the summer programmes over the last number of years. Over 50,000 children took part in the summer programme last year, compared to 13,000 in 2019 and it is expected that this will rise again in 2024.
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.
A key barrier to participation previously has been the availability of staff. In 2023, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. Consequently, more schools have taken part.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. This rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week.
To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools, which is the sector that my Department is actively encouraging to participate in the programme remains at €60 as it has been in 2023 to reflect the unique circumstances of running a programme in those settings.
Our goal is to maximise the number of schools and children taking part. We will keep the rate of capitation under review to ensure we can support schools as much as possible with this.
186. Deputy Cathal Crowe asked the Minister for Education if she will give consideration to amending the home tuition scheme to reflect earlier specialised preschool enrolment (details supplied); and if she will make a statement on the matter. [26997/24]
Amharc ar fhreagraThe Purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children who, for a number of reasons, are unable to attend school. The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement for whom such a placement is not available.
Specifically, the Deputy is referring to the strand of the scheme that caters for Pre-school aged children with autism who meet the scheme’s eligibility criteria. The age requirement is in line with the enrolment age of children who are seeking an early intervention class. The children who qualify under this strand of the scheme are seeking an Early Intervention class placement which is not currently available, as confirmed by the National Council for Special Education (NCSE). Early intervention classes are available for children aged 3 to 5 with Autism and the home tuition scheme is a designed to align with this criteria.
Provision is also made for early educational intervention through home tuition for children aged from 2.5 years to 3 years with autism.
Ensuring that every child with special educational needs gets a suitable education is a priority for the Department of Education.
Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0050/2024, which was released early last week, provides information on the 2024/2025 Home Tuition Grant Scheme for children with special educational needs and medical grounds. It can be accessed by clicking on the following link: www.gov.ie/en/circular/9c0f9-home-tuition-grant-scheme-20242025-special-education-component/.
Under the special educational needs and medical grounds home tuition scheme, funding can be provided towards the provision of a compensatory educational service for:
(a) Pre-school Aged Children with Autism who meet the scheme’s eligibility criteria
(b) Students with special educational needs seeking an educational placement in a recognised school
(c) Students, enrolled in schools, with a significant medical condition, or school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school.
187. Deputy Carol Nolan asked the Minister for Education if the schoolbook grant allocation to schools is reduced if a slight increase in enrolment numbers occurs; and if she will make a statement on the matter. [27008/24]
Amharc ar fhreagraIn Budget 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks, and copybooks to pupils in recognised primary and special schools. More than 555,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.
Revised guidance for the 2024/25 school year was published on my Department’s website at www.gov.ie/schoolbookschemes and has issued to schools.
As outlined in the guidance, the schoolbook grant for 2024/2025 is calculated based on validated September 2023 enrolment figures. If a school has a concern about funding for additional pupils who have enrolled in the school since this time, there is an exceptional cases funding provision under the scheme.
This provision allows a school to request additional funding when a significant increase in enrolments has occurred and the school cannot meet the costs of the books from within the original funding allocation or from previous surplus funding. Further information on exceptional cases is outlined in Section 5.5 of the published guidance.
Schools that wish to apply for additional funding under the exceptional cases provision should email primaryschoolbooks@education.gov.ie. As set out in the guidance certain considerations will apply and each application for funding will be considered on a case-by-case basis.
As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.
188. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén uair a cuireadh torthaí an taighde ar an haonaid lán-Ghaeilge faoi bhráid na Roinne/COGG; cén fáth go bhfuil an oiread moille ar fhoilsiú na dtorthaí i bhfianaise na torthaí sin a bheith ina gcuid lárnach den chomhchomhairliúchán ar fhorbairt beartais don oideachas lán-Ghaeilge; agus an ndéanfaidh sí ráiteas ina thaobh. [27015/24]
Amharc ar fhreagraTá obair ar bun sa Roinn Oideachais faoi láthair chun polasaí nua a fhorbairt don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Tá sé luaite mar cheann de na príomhchuspóirí i bhforbairt an pholasaí, polasaí soiléir a fhorbairt ar bhunú agus ar inbhuanaitheacht Aonaid/Sruthanna trí mheán na Gaeilge in iar-bhunscoileanna meán-Bhéarla chun an soláthar oideachais trí mheán na Gaeilge a neartú.
Rinne an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) taighde a choimisiúnú chun anailís a dhéanamh ar an soláthar reatha in Aonaid agus i Sruthanna. Bhí plé ar an taighde úd fós ar bun le linn mhí an Mheithimh. Ar an ábhar go ndearna COGG an taighde a choimisiúnú, is fúthu a bheidh sé cén uair a chuirfear an taighde ar fáil.
189. Deputy Duncan Smith asked the Minister for Education if her Department will contact a school (details supplied) to clarify the status of two related applications for emergency works where a revised application for the urgent replacement of a floor and removal of asbestos was refused despite the fact that the inclusion of the asbestos removal was requested by her Department; if the original application for the floor replacement on its own can be approved, or if an appeal could be made to have the asbestos removed at the same time; if she can ensure that some works can take place this summer; and if she will make a statement on the matter. [27056/24]
Amharc ar fhreagraThe school to which the deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for floor repairs. Due to issues discovered in relation to asbestos materials a second application was made, this application has been approved and the school has been informed.
190. Deputy Mick Barry asked the Minister for Education when the senior cycle programme for students with additional needs will be ready; if her Department will attend to this as a matter of urgency; and if she will make a statement on the matter. [27067/24]
Amharc ar fhreagra191. Deputy Mick Barry asked the Minister for Education the reason there is no senior cycle available for pupils with additional needs; and if she will make a statement on the matter. [27068/24]
Amharc ar fhreagraI propose to take Questions Nos. 190 and 191 together.
As the Deputy will be aware, in 2022 I announced an ambitious programme of work for a reimagined senior cycle, where the student is at the centre of their senior cycle experience. My Department and I are guided by the vision of a senior cycle that delivers “equity and excellence for all.”
Guided by this vision, as part of Senior Cycle Redevelopment, there will be an introduction of a new programme statement for Senior Cycle Level 1 and Level 2 Learning Programmes (L1/L2LPs). This is a new and much needed dimension to a reimagined senior cycle.
The introduction of Senior Cycle Level 1 and Level 2 Learning Programmes will allow students to access an appropriate senior cycle which meets their needs and builds on the junior cycle equivalent provision.
In September 2022, the National Council for Curriculum and Assessment (NCCA) established a Post-Primary Special Education Development Group to develop a series of modules for students in senior cycle who follow a Level 1 or Level 2 Learning Programme at junior cycle.
The NCCA published a draft Programme Statement and initial modules for Senior Cycle L1/L2LPs and held a public consultation on same. The final Programme Statement and first modules following approval by the NCCA Council will be submitted to me as Minister for final approval.
I expect that the first group of modules will be available for implementation in schools in the coming school year, in line with my announcement. Oide, the support service for teachers and school leaders, is already advancing their work on providing Teacher Professional Learning (TPL) to support the introduction of these modules in schools.
The Level 1 and Level 2 programmes at senior cycle will be personalised programmes and will be tailored to the individual learning needs of the student. The Programme Statement will aim to support teachers, educators and school management in planning and designing senior cycle programmes at Level 1 and Level 2 which are responsive to each student's profile of strengths, needs and abilities.
This progress on ensuring students have appropriate follow-on programmes, along with progress in redevelopment across all aspects of senior cycle, will mean that my Department and I are delivering on the ambition of a more inclusive senior cycle. We want to recognise the many talents of our young people and provide them with the competencies and skills needed for their pathway of choice, once they leave post-primary education.
