Gary Gannon
Ceist:320. Deputy Gary Gannon asked the Minister for Education the considerations that have been given to the case of a child (details supplied). [29397/24]
Amharc ar fhreagraSchool Admissions
Ceisteanna (320)
Freagraí scríofa
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) has advised my department that they continue to support the family in identifying suitable special class placements. The local special educational needs organiser (SENO) remains available to provide support and advice to the family and is providing up-to-date information on places as they become available.
As Minister for Special Education & Inclusion, I am determined to ensure that all children who require a placement can access this as quickly as possible. I am meeting with NCSE every week to discuss progress being made and work plans to ensure that every child has a school place for the coming term.
Since June 19 last, when I met with D15 parents, five new additional special classes at primary level, each catering for 6 pupils have been sanctioned by the NCSE and work is happening onsite over the summer months, led by design teams employed directly by the Department, to ensure that any re-configuration works required for these schools is provided. The Department and NCSE are working with the schools concerned and their patron, to ensure enrolment policies, recruitment of staff and training are also finalised so that the children in Dublin 15 can access their placements for the 2024/25 school year. In addition to the 30 additional places created at primary level in Dublin 15, further additional capacity has also been created at two post primary schools in the area with the result that the NCSE is confident that there will be sufficient capacity for both primary and post primary aged pupils, known to them, in the Dublin 15 area.
383 new special classes have been sanctioned by the NCSE for the 2024/25 school year. Of these, 62 are in Dublin, this brings the overall number of classes in the county to 596. The NCSE continue to engage intensively with schools and patrons particularly in the Dublin 15 area to confirm remaining classes.
The NCSE is confident that through the provision of these new classes and vacancies in existing classes there will be sufficient places to meet the needs of all children known to them for September 2024.
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 this pressure on parents.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
School Funding
Ceisteanna (321)
James O'Connor
Ceist:321. Deputy James O'Connor asked the Minister for Education the position regarding an appeal by school (details supplied) for an increase in its current specialist subject hours; to confirm that this appeal is currently under consideration; the timeline for a decision to be returned to the school; and if she will make a statement on the matter. [29400/24]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
I understand that the Deputy is referring to the provisions within Circular 28/2024 which issued earlier this year to special schools. The circular set out the arrangements to apply for the application of the additional targeted supports for special schools announced in Budget 2024. This included an additional allocation of teaching posts targeted at special schools with post primary aged students.
In relation to the school referred to by the Deputy, I can confirm that my officials have been in direct contact with the school to clarify the position. The appeal from the school has been received and a formal response will issue in the coming days.
I should also state that it is intended that the arrangements set out in this circular, applicable to the allocation of the additional post-primary teaching posts in special schools, will be reviewed after a period of 2 years i.e. at the end of the 2025/2026 school-year.
In addition, the NCSE continue to review the profile of disabilities of students attending special schools, and the consequent staffing allocations, in order to reflect changing enrolments.
School Facilities
Ceisteanna (322)
James O'Connor
Ceist:322. Deputy James O'Connor asked the Minister for Education the position regarding the confirmed date for delivery and installation of an approved modular building for school (details supplied); if she is aware that the provision of this modular unit is crucial to the facilitation of the approved ASD class for school which is due to open in September 2025; and if she will make a statement on the matter. [29401/24]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation 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.
The Department’s Modular Accommodation Programme is an important mechanism for facilitating accelerated delivery of necessary additional capacity – including in relation to special classes. However, as part of maximising existing capacity and managing within budgetary parameters this is targeted at schools where there is no existing capacity in the general area to facilitate the establishment of urgently required special classes.
A key focus of the Department is the utilisation of existing accommodation at schools to provide facilities for special classes. This approach supports accelerated delivery of the accommodation and provision which is well integrated within the mainstream school accommodation. It is consistent with the Department’s commitment to supporting the educational needs of children who require specialist placements while at the same time meeting the requirements of the Government’s Infrastructure Guidelines.
In planning for school place requirements and ensuring best use of limited resources, it is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible. This analysis is done as part of the Department’s assessment of applications for additional accommodation from individual schools.
Schools’ support for the establishment of special classes is very welcome. However, an analysis of both the need for special class places and existing capacity in schools in the general area will first need to be completed before a decision can be made on a school’s application for additional accommodation. In this regard, the Department is working very closely with the NCSE to ensure that the most appropriate solution is identified with a view to providing the most immediate and cost effective accommodation solutions for the establishment of new special classes.
In relation to special classes that require modular accommodation, it should be noted that there can be a lead in periods to provide same – depending on scale and complexity of the project. The Department’s approach is to advise schools that it is prudent to have contingency plans in place for modular accommodation projects that are approved by the Department. This contingency planning is supported by training, guidance and support from the NCSE in relation to the establishment of the special class.
The application from the school in question is currently being considered by my officials. Once the assessment process has been finalised the school authority will be notified of the decision directly.
School Staff
Ceisteanna (323)
James O'Connor
Ceist:323. Deputy James O'Connor asked the Minister for Education if she will investigate the allocation of SNAs for a school (details supplied); if there is a mechanism available within her Department by which this school can apply for supplementary SNA support on a temporary basis while it awaits the results of impending SNA exceptional review, due to be undertaken in September; if this exceptional review can be prioritised for processing given the increased demands the school is experiencing in facilitating additional special needs pupils at present; and if she will make a statement on the matter. [29402/24]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.The NCSE is responsible for planning and coordinating school supports for children with special educational needs including the allocation of Special Needs Assistants (SNAs). SNAs are allocated to schools as a school based resource and schools deploy SNAs in a manner which best meets the care support requirements of their students.
Any school who feels that their allocation is insufficient to meet the needs of its students can apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website. The NCSE has committed to ensuring these reviews are completed as quickly as possible.
In the interim the NCSE can make the local special educational needs officer (SENO) available to the school to discuss the deployment of existing supports and provide advice on how to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support at any stage of the year.
School Admissions
Ceisteanna (324)
James O'Connor
Ceist:324. Deputy James O'Connor asked the Minister for Education the position regarding an ASA application for school (details supplied); if she is aware of the importance of this application to the school, given current oversubscription of roll numbers, demand for school places and ever-increasing waiting lists for same; and if she will make a statement on the matter. [29403/24]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation 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.
Since 2020, my Department has invested in the region of €4.9 billion in our schools throughout the country, involving the completion of over 900 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 can confirm that my officials have been engaging with the school authorities in relation to progressing their application as a traditional build project. I am pleased to confirm that a brief letter of offer has issued to the school authorities in this regard and officials in my Department await a response from the school authority.
Special Educational Needs
Ceisteanna (325)
James O'Connor
Ceist:325. Deputy James O'Connor asked the Minister for Education the number of new ASD classes due to come on stream in Waterford for the next academic year; the locations of same; and if she will make a statement on the matter. [29404/24]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
My department 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.
383 new special classes have been sanctioned by the NCSE for the 2024/25 school year, 266 at primary and 117 at post primary level. Of these, 11 are in County Waterford, 6 at primary level and 5 at post-primary. This brings the overall number of special classes in the county to 69.
The attached list provides a breakdown of new autism classes sanctioned for Waterford for 2024/25.
The NCSE is confident that through the provision of the new classes and vacancies in existing classes there is sufficient places to meet the needs of all children known to them for September 2024.
I have asked the NCSE to ensure any remaining 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.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise the parents of children with special educational needs and can be contacted directly using the contact details available on the NCSE’s website.
Special Classes New for 2024/25, Waterford.
|
School Roll No. |
School Name |
Address |
School Type |
|
14679T |
Butlerstown National School |
Butlerstown |
Primary |
|
18108T |
Whitechurch N S Ceapach |
Ceapach |
Primary |
|
18462O |
Scoil Lorcáin BNS |
St John's Park |
Primary |
|
19885B |
Gaelscoil Philib Barun |
An Tra Mhor |
Primary |
|
19947U |
Mount Sion CBS |
Barrack Street |
Primary |
|
19970P |
Portlaw N.S. |
Portlaw |
Primary |
|
64950O |
De La Salle College |
Newtown |
Post Primary |
|
64990D |
St. Angela's School |
Ursuline Convent |
Post Primary |
|
72230W |
St. Declan's Community College |
Kilmacthomas |
Post Primary |
|
72230W |
St. Declan's Community College |
Kilmacthomas |
Post Primary |
|
91509E |
Blackwater Community College |
Lismore |
Post Primary |
School Admissions
Ceisteanna (326)
John Lahart
Ceist:326. Deputy John Lahart asked the Minister for Education her plans to provide additional school places to children living in the general Kimmage area (details supplied); and if she will make a statement on the matter. [29413/24]
Amharc ar fhreagraFreagraí scríofa
The 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.
For school planning purposes the 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 the 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
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The schools to which the Deputy has referred to are located in the Dolphins Barn_D12 and Dublin_6w school planning areas. The most recent projections indicate these school planning areas have already reached their projected peak years for enrolment at primary level.
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.
In response to such previously identified demographic pressures, my Department is providing significant primary and special educational needs capacity in the Dolphins Barn_D12 and Dublin_6w School Planning Areas, including projects at both primary and post primary schools. These projects include recently completed extension at Scoil Mhuire Óg to provide 2 mainstream classrooms and Scoil Mologa replacement of prefabs to provide 4 mainstream classrooms and 1 special education tuition room. Multiple smaller projects providing additional accommodation are also at various stages of planning and delivery.
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 the 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.
The 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.
The Department will continue to keep the school place requirements in the Dolphins Barn_D12 and Dublin_6w School Planning Areas, as with other areas across the country, under review.
School Staff
Ceisteanna (327)
Holly Cairns
Ceist:327. Deputy Holly Cairns asked the Minister for Education if her attention has been drawn to concerns in relation to the terminology used in assault leave for teachers; and if she will consider renaming the category leave (details supplied). [29414/24]
Amharc ar fhreagraFreagraí scríofa
The Leave of Absence following Assault Scheme, which is contained in the Department’s Circular Letter 0061/2017 for teachers and 0062/2017 for SNAs, provides for special leave with pay (subject to specified limits) to a teacher or special needs assistant who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period. Any subsequent absence will be dealt with under the Sick Leave scheme.
As set out in the circulars, assault is defined as physical contact from a third party causing physical injury to a teacher/SNA in the course of their duties and during approved school activities. The third party can, for example be a student, a parent or a member of staff who causes a physical injury to the teacher/SNA as a result of physical contact. The circular does not require that there be an intent to cause a physical injury, or that it be established that there was an intent to cause a physical injury, merely that there was physical contact from a third party which caused an injury to the teacher/SNA.
As part of the general management of the Department circulars, the Department will carry out a review of its existing circulars, such as the circular setting out the Leave of Absence following Assault Scheme. This process includes engaging with the relevant school Management Bodies and Unions to seek their comments and observations around the provisions set out in the circulars. The Department will consider the views provided by the Management Bodies and Unions and will seek to incorporate those views where possible. The Department may also engage with the Department of Public Expenditure, NDP Delivery and Reform where required.
Engagement between the Department and the school Management Bodies and the Unions has taken place with regards to the circular setting out the Leave of Absence following Assault Leave for both Teachers and SNAs. However at this time, the process has not yet concluded.
Teaching Qualifications
Ceisteanna (328)
Louise O'Reilly
Ceist:328. Deputy Louise O'Reilly asked the Minister for Education if she will facilitate the streamlining of registration of teachers who have qualified in Britain with the Teaching Council, namely, the requirement for overseas teachers to complete their induction process in the country in which they trained; and if she will make a statement on the matter. [29441/24]
Amharc ar fhreagraFreagraí scríofa
Under 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.
The "streamlining" referenced was previously implemented through an amendment made to the Teaching Council's registration regulations initially introduced as a short term, temporary measure to ease teacher supply issues during the pandemic. It enabled teachers who had not completed induction in the country in which they qualified, but who met particular criteria, to obtain registration in Ireland. This in turn gave them an opportunity to complete induction here. The Teaching Council Act allows for registration as a fully-registered, overseas-qualified teacher in accordance with EU mutual recognition of professional qualifications legislation. In most jurisdictions induction must be completed in the country in which the qualifications were obtained in order to be fully registered. That is the basis on which existing legal framework for regulation established through the Teaching Council Act provides for those fully-registered overseas qualified teachers. An amendment to the regulations is needed to facilitate overseas qualified teachers to complete induction in Ireland, and it should be noted that this goes beyond what is provided for through the relevant EU Directive, and also introduces an additional cohort to the domestically qualified newly qualified teachers who must be supported through the induction process in Ireland.
The mechanism was introduced again via an amendment to the registration regulations in the context of ongoing teacher supply challenges, with that amendment closing for applications on 1 February 2024. A further Statutory Instrument would be required to establish this Regulation for a longer period, which under the Teaching Council Act is a matter for the Council.
Through engagement with the Council on this matter, I can advise that the Council is considering any further amendment to provide for the completion of induction in Ireland for overseas qualified teachers in the context of its legislative framework, including relevant EU legislation.
Any updates in this regard will be published on the Teaching Council website www.teachingcouncil.ie.
School Facilities
Ceisteanna (329)
Éamon Ó Cuív
Ceist:329. Deputy Éamon Ó Cuív asked the Minister for Education when revised plans for a building project for a school (details supplied) were received; when is it expected that the review of the project by officials in her Department will be completed; and if she will make a statement on the matter. [29470/24]
Amharc ar fhreagraFreagraí scríofa
I would like to inform the Deputy that the school mentioned has been granted funding for 2 mainstream classrooms, 4 special education tuition rooms, and conversion works for 2 special education classrooms under the Additional School Accommodation (ASA) Scheme of my department.Additionally, I would like to inform the Deputy that the school had provided documentation for this project in the fourth quarter of 2023, which deviated from the approved plans. As a result, the Department officials asked for updated plans that adhere to the original project brief.
During the first quarter of 2024, the revised submission was received by my department. Given the complexity of the project, it is currently being reviewed by department officials. Upon completion of the review, the school will be advised on the subsequent actions to be taken.
Irish Language
Ceisteanna (330)
Danny Healy-Rae
Ceist:330. Deputy Danny Healy-Rae asked the Minister for Education for an update on a matter (details supplied); and if she will make a statement on the matter. [29471/24]
Amharc ar fhreagraFreagraí scríofa
he Primary Curriculum Framework supports the development of a primary curriculum which builds on the successes and strengths of previous curricula while recognising and responding to challenges, changing needs and priorities. This approach provides agency and flexibility in schools enabling school leaders and teachers to identify and respond to priorities and emerging priorities for children’s learning. The process of developing the Primary Curriculum Framework for all primary and special schools engaged stakeholders from across the system. It was developed through four interconnected areas of activity including:
Research: contemporary national and international research located here on the NCCA website and the Children’s School Lives longitudinal study.
Networks: consisting of 57 schools to tease out ideas from research, bringing their school experiences to discussions.
Deliberations: close work with the education partners and with wider stakeholders
Consultation: findings from the extensive consultation on the Draft Primary Curriculum Framework,
Clarifications on the suggested allocations of time
The Primary School Curriculum (1999) provided minimum time allocations on a weekly basis with the language of instruction L1 being 4 hours per week or 3 hours per week for infants and the second language L2 being 3.5 hours per week or 2.5 hours per week for infants. Under The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020, the time allocations for literacy and numeracy were increased with schools asked to give an additional hour per week to literacy (English and Irish) and in particular to the language of instruction.
Under the Primary Curriculum Framework (2023), English is reduced in English-medium schools and Irish in Irish-medium schools. For Language 1 (language of instruction) the time is being reduced by:
• 45 minutes a week in stage 1 (This is an additional 15mins in comparison to the original time allocations pre-Literacy and Numeracy Strategy)
• 15 minutes a week in stage 2 (This is an additional 45mins in comparison to the original time allocations pre-Literacy and Numeracy Strategy)
• 60 minutes a week in stages 3 and 4 (A reduction of 15mins in comparison to the original time allocations pre-Literacy and Numeracy Strategy)
Language 2 (Irish in English-medium schools, and English in Irish-medium schools) of the school remains unchanged for stage 1 (2.5 hours a week) and is reduced by 30 minutes in stages 2 – 4 (from 3.5 hours to 3 hours a week).
I further wish to advise the Deputy that:
• The language of instruction is used across all the curriculum, for all subjects, so the learning of the language of instruction is not just during the language lesson.
• The Primary Curriculum Framework provides an increase of the weekly time allocation for Wellbeing (PE and SPHE) from 1.5 hours to 3 hours from 1st – 6th class. It also provides an hour per week for the introduction of foreign languages from third class upwards, which gained strong support during consultations with children, parents, teachers and school leaders and the wider public. To make these changes, all other areas of the curriculum relinquished some time.
• The Primary Curriculum Framework presents time allocations in two categories: Minimum Curriculum Time (weekly and monthly) and Flexible Time (monthly). These are intended to be used flexibly, in order to embrace integrative learning, avail of unexpected learning opportunities, pace learning in response to children’s needs, and support immersive and engaging learning experiences.
• The reduction in Language 1 considers the children’s experience of the two free preschool years as part of the Early Childhood Care and Education (ECCE) programme. Recent figures indicate that approximately 97% of children avail of this programme and benefit from their language learning experiences through Aistear– the Early Childhood Curriculum Framework .
• In Irish-medium schools, Irish is the medium through which the entire curriculum is accessed, apart from the English language curriculum. In order to support the acquisition of Irish the introduction of formal English learning can be delayed until first class, supporting a strong foundation in the language.
• The Primary Language Curriculum/Curaclam Teanga na Bunscoile (PLC/CTB) (2019) is an integrated language curriculum, which draws on contemporary research and supports the transfer of skill from one language to the next through its shared structure and supportive approaches to teaching and learning. The PLC/CTB is founded upon a substantial research base all of which can be accessed here: ncca.ie/en/primary/primary-developments/language/the-primary-language-curriculum/
Finally, the restoration of Flexible Time provides schools with the opportunity to use this time for extended periods of in-depth learning in one or more of the five curriculum areas including in the area of languages. Across a year, a school may decide to use Flexible Time for one, some or all of the following to respond to needs/challenges in relation to teaching and learning in Irish:
• extra weekly allocation at school level for Irish for a term/school year as teachers prepare appropriate, rich learning experiences and respond to the learning needs of their children
• extended periods of in-depth learning in aspects of their learning in Irish (Seachtain na Gaeilge, teanga ó bhéal, poetry, story, place names)
• whole-school activities or participation in local, regional, and national initiatives and events relating to Irish (dramas, story-telling, competitions, links with scoileanna lán-Ghaeilge, visits from Irish speakers, Irish music and song, Cúla 4, Foghlaim TG4) using particular pedagogical approaches that benefit from extended periods of time (CLIL- where teachers teach another curricular area in Irish over a period of time).
Bus Services
Ceisteanna (331)
Michael Moynihan
Ceist:331. Deputy Michael Moynihan asked the Minister for Education what actions are being taken to ensure that bus drivers aged over 70 years can provide school bus services; and if she will make a statement on the matter. [29495/24]
Amharc ar fhreagraFreagraí scríofa
The 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.
School Transport
Ceisteanna (332, 333, 334, 335)
Sorca Clarke
Ceist:332. Deputy Sorca Clarke asked the Minister for Education further to Parliamentary Question No. 204 of 26 June 2024, the reason for the estimated increase in the cost of transporting SEN pupils under the school transport scheme from €11,550 per pupil in 2024 to €20,250 per pupil 2030; to outline the factors underlying the cost differences; and if she will make a statement on the matter. [29547/24]
Amharc ar fhreagraSorca Clarke
Ceist:333. Deputy Sorca Clarke asked the Minister for Education further to Parliamentary Question No. 204 of 26 June 2024, to define the factors and outputs associated with the 'total review costs' which are estimated to range from €508,000 in 2024 to -€6,921,751 in 2030. [29548/24]
Amharc ar fhreagraSorca Clarke
Ceist:334. Deputy Sorca Clarke asked the Minister for Education further to Parliamentary Question No. 204 of 26 June 2024, to outline the estimated number of SEN pupils that would be integrated into mainstream school transport services in each of the years 2024 to 2030 respectively, in tabular form. [29549/24]
Amharc ar fhreagraSorca Clarke
Ceist:335. Deputy Sorca Clarke asked the Minister for Education further to Parliamentary Question No. 204 of 26 June 2024, the forecasted changes to the eligibility criteria for the school transport scheme as phased in each of the years 2024 to 2030, including a breakdown of phased changes to distance criteria each year, and the associated additional pupils transported under the scheme in each year. [29550/24]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 332 to 335, inclusive, together.
The 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.
As the Deputy is aware, 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 concern: expansion of the current eligibility criteria, addressing current operational challenges, charges and grants, and, over time, moving towards better integration with public transport to ensure 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 the Department of Education and the Department of Transport to pilot and introduce greater integration of transport networks with school transport routes.
It is estimated that an additional 100,000 children, above the current pupil numbers on transport, could be accommodated on the mainstream scheme by 2030, at which point due to demographics numbers will decline somewhat thereafter but with an expected increase of 80,000 pupils on current school year numbers by 2040.
The overall spend in 2024 for the school transport scheme is estimated at €444m. This cost includes the cost of implementing certain recommendations arising from the review. To achieve our ambition to expand and improve the scheme, i.e. that it carries 100,000 additional students, will require increasing costs over time to €672m in 2030.
If we do not implement the recommendations of the scheme, financial and economic modelling shows that the costs of the scheme will rise to €678m in 2030 in any case.
This is because the comprehensive set of recommendations if implemented will leverage four major factors:
• Creating opportunities for SEN children to travel on mainstream transport with the appropriate supports, should they so wish.
• Creating greater access to local provision for children with SEN so that they have to travel less distance to access appropriate educational provision for their needs.
• Decreasing demographics which will see spare capacity increase over time on the buses.
• Greater integration with public transport where appropriate.
Given that the proposed changes to the eligibility criteria as recommended in the final report of the review are likely to further increase demand for the scheme and given the significant scale of the scheme, it is considered prudent to implement the proposed scheme changes on a phased basis. 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.
It is proposed that the implementation plan will be reviewed at the end of 2024 with a view to making recommendations for the next phase of the implementation plan, with a view to significant progression of implementation by the year 2030.
Officials from School Transport Section would be happy to meet with the Deputy in person to discuss any queries she may have in more detail.
Question No. 333 answered with Question No. 332.
Question No. 334 answered with Question No. 332.
Question No. 335 answered with Question No. 332.
Irish Language
Ceisteanna (336)
Cormac Devlin
Ceist:336. Deputy Cormac Devlin asked the Minister for Education the Gaelscoileanna in Dún Laoghaire Rathdown and the number of students enrolled in each by class for the academic year 2023-24 and 2024-2025, in tabular form; and if she will make a statement on the matter. [29552/24]
Amharc ar fhreagraFreagraí scríofa
We expect to publish class data shortly for academic year 2023/24 shortly and we will revert to the deputy when the data is available. Please note that class data for academic year 2024/25 will only be available at the end of academic year 2024/25.