Robert Troy
Ceist:400. Deputy Robert Troy asked the Minister for Education if she will ensure that a teacher will receive payment (details supplied). [44357/24]
Amharc ar fhreagraSchool Staff
Ceisteanna (400)
Freagraí scríofa
Details of the 2024 Summer Programme were published on the 21st March 2024. 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.
Where a school is not running a Summer Programme or a place on a school-based programme is unavailable, the Home-based programme is available for pupils with complex special educational needs.
In relation to the claim referred to by the Deputy, I understand that further information had to be sought from the parent before the claim could be processed. This information has been received and payment should issue in the next available pay date which is 21st November 2024.
The Department wishes to sincerely thank teachers and SNAs who participated in the Summer Programmes in 2024.
Civil Service
Ceisteanna (401)
Carol Nolan
Ceist:401. Deputy Carol Nolan asked the Minister for Education if she is satisfied that the provisions of the Department of Public Expenditure, National Development Plan Delivery and Reform Circular 4/2013 are being properly implemented by her Department; if she is satisfied that civil servants whose career breaks are coming to an end are being notified of appropriate vacancies; if she is concerned by instances where civil servants are having their career breaks extended unnecessarily where the Department has appropriate vacancies to fill; and if she will make a statement on the matter. [44372/24]
Amharc ar fhreagraFreagraí scríofa
The National Shared Services Office (NSSO) manage leave of absences including career breaks on behalf of my department. It is the responsibility of any civil servant whose career break is coming to an end to make contact with the NSSO who in turn contact my department’s HR Unit. Where the employee has indicated that they are available to return to work, HR Unit engages with them regarding a suitable vacancy and a date of return.
Education and Training Boards
Ceisteanna (402)
Ged Nash
Ceist:402. Deputy Ged Nash asked the Minister for Education when her Department will give permission to the LMETB to issue tender documents for the development of the LMETB head office building in Drogheda (details supplied); and if she will make a statement on the matter. [44390/24]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, the project referred has been devolved for delivery to Louth and Meath Education and Training Board (LMETB).
The project is at Stage 2b of the architectural planning process. The Stage 2b report has been received and reviewed in my Department. LMETB responded to comments issued following receipt of the report, and as for all capital projects of this nature is subject to the due diligence required under the Public Infrastructure Guidelines. Once approval of this report is sanctioned, the project will progress to tender stage and onwards to construction in due course.
It is not possible to provide a timeline for completion of the project at this juncture.
Schools Building Projects
Ceisteanna (403)
Gary Gannon
Ceist:403. Deputy Gary Gannon asked the Minister for Education if she is aware of a situation (details supplied); and if she will make a statement on the matter. [44412/24]
Amharc ar fhreagraFreagraí scríofa
The 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 arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment.
The school referred to by the Deputy was successful in their application for an additional teaching post on projected enrolment grounds and was informed that the additional post was provisional on the school achieving an enrolment of 198 on 30 September 2024. The school’s actual enrolment on that date was 177. The school was informed that the post would be suppressed at the end of October, in accordance with the arrangements for provisional posts set out in the primary staffing arrangements.
The school submitted an appeal to the October meeting of the Primary Staffing Appeals Board but the appeal was deemed ineligible as the school’s appeal did not meet the eligibility criteria for appeal. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
The primary staffing schedule is a long-standing feature of the primary allocation system which ensures fairness and transparency in the allocation of mainstream class teachers across our primary schools. It is an important feature of the primary schedule that staffing levels remain aligned with actual student numbers in schools. The staffing appeals process is in place to allow schools the opportunity to appeal their teacher allocation, ensuring fairness and consistency.
The major building project for Dun Laoghaire Educate Together National School will deliver a new 16 classroom primary school and accommodation, including 2 classrooms, for children with special educational needs.
The project currently has planning permission and is, along with a number of other projects, being brought to the level of employer-led design with a Design Team assigned to do so under the supervision of the Department’s project manager.
The process of appointing the Design Team from the Department’s Frameworks of Consultants was completed in September 2023 and the project is currently close to completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation.
The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3 tender stage. It is anticipated that this project will go to tender in Q2 2025.
School Staff
Ceisteanna (404)
Michael McGrath
Ceist:404. Deputy Michael McGrath asked the Minister for Education the position in relation to the loss of a teaching post at a school in Cork city (details supplied); if she will examine ways to save this teaching post in light of the consequences for the children, including those with additional needs; and if she will make a statement on the matter. [44414/24]
Amharc ar fhreagraFreagraí scríofa
The Deputy has received a reply on 04th November in relation to the query outlined.
National Educational Psychological Service
Ceisteanna (405)
Michael McGrath
Ceist:405. Deputy Michael McGrath asked the Minister for Education the position in relation to NEPS providing urgent support for a pupil in Cork (details supplied); and if she will make a statement on the matter. [44416/24]
Amharc ar fhreagraFreagraí scríofa
I refer to Deputy McGrath's question on the National Educational Psychological Service (NEPS).
NEPS is the psychological service of the Department of Education and provides educational psychology support to all primary, post-primary, and special schools. NEPS is a schools-based service and each NEPS psychologist is assigned to a group of schools.
NEPS provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A casework service for individual students where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA)
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools
• Ongoing access to advice and support for schools
The focus of the NEPS service is on empowering teachers to intervene effectively with children and young people whose needs range from mild to severe, and transient to enduring. NEPS encourages schools to implement a Continuum of Support, with each school taking responsibility for providing universal and preventative approaches, as well as early assessment, educational planning and intervention where the need arises. Children do not require a psychological assessment or a diagnosis in order to access additional support at school.
Direct NEPS involvement is managed through the Casework Service for individual children and young people. If, following evidence-informed support and intervention, the school has concerns that a child is still experiencing significant difficulty, the school may request the direct involvement of the NEPS psychologist. Children can only be prioritised for direct NEPS involvement by the school principal, or by a staff member designated by the principal. A request for involvement is accepted from the school principal in consultation with the psychologist. When deciding who to prioritise for involvement with NEPS, school principals consider those students who present with the greatest level of need, in that particular school context.
In relation to the student referred to, I have made enquiries with the local NEPS office and understand that they have made contact with the school with the view to arranging a meeting with school and the student's parents.
School Enrolments
Ceisteanna (406)
Bernard Durkan
Ceist:406. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 376 of 22 October 2024, the options now available to persons (details supplied) who have still been unable to secure a local school place; and if she will make a statement on the matter. [44419/24]
Amharc ar fhreagraFreagraí scríofa
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.
This family has been in contact with Tusla Education Support Services. Assistance and advice has been given in relation to school applications, appeals process and details of grant available to assist with travel costs. Where a school has no places available the Educational Welfare Service cannot compel a school to enrol a child. There are significant shortages of school places in this area currently, TESS are working closely with the Department on this issue.
School Staff
Ceisteanna (407)
Pádraig O'Sullivan
Ceist:407. Deputy Pádraig O'Sullivan asked the Minister for Education why a person (details supplied) has not moved up further on the pay scale; and if she will make a statement on the matter. [44430/24]
Amharc ar fhreagraFreagraí scríofa
I wish to confirm that the salary of the teacher referred to been reviewed. The teacher has moved to the appropriate point on the scale and has been contacted directly by Payroll staff. Any arrears of salary due will be issued with salary on 21st November 2024.
School Transport
Ceisteanna (408)
Pádraig O'Sullivan
Ceist:408. Deputy Pádraig O'Sullivan asked the Minister for Education when a child (details supplied) will receive school transport; and if she will make a statement on the matter. [44431/24]
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 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were 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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
The pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for them.
Bus Éireann advise that the service has been awarded to a contractor. The service will be ready to start when the driver has completed the vetting process and an escort is sourced by the school.
In such circumstances where no existing suitable service was available to meet a child's needs, and while Bus Éireann were in the process of sourcing a dedicated service, the Department offers a Special Transport Grant (STG). The grant is intended to assist towards the cost of making private transport arrangements and is based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available. The family have been contacted with the details of the grant.
School Transport
Ceisteanna (409)
Pádraig O'Sullivan
Ceist:409. Deputy Pádraig O'Sullivan asked the Minister for Education when a child (details supplied) will receive school transport; and if she will make a statement on the matter. [44432/24]
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 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were 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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
The pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for them.
Bus Éireann advise that the service has been awarded to a contractor. The service will be ready to start when the driver has completed the vetting process and an escort is sourced by the school.
In such circumstances where no existing suitable service was available to meet a child's needs, and while Bus Éireann were in the process of sourcing a dedicated service, the Department offers a Special Transport Grant (STG). The grant is intended to assist towards the cost of making private transport arrangements and is based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available. The family have been contacted with the details of the grant.
School Transport
Ceisteanna (410)
Pádraig O'Sullivan
Ceist:410. Deputy Pádraig O'Sullivan asked the Minister for Education when a child (details supplied) will receive school transport; and if she will make a statement on the matter. [44433/24]
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 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were 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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
The pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for them.
Bus Éireann advise that the service has been awarded to a contractor. The service will be ready to start when the driver has completed the vetting process and an escort is sourced by the school.
In such circumstances where no existing suitable service was available to meet a child's needs, and while Bus Éireann were in the process of sourcing a dedicated service, the Department offers a Special Transport Grant (STG). The grant is intended to assist towards the cost of making private transport arrangements and is based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available. The family have been contacted with the details of the grant.
National Educational Psychological Service
Ceisteanna (411)
Denis Naughten
Ceist:411. Deputy Denis Naughten asked the Minister for Education the number of NEPS posts that are currently vacant either through illness, leave or through a staff member leaving the post; the location of those posts; and if she will make a statement on the matter. [44439/24]
Amharc ar fhreagraFreagraí scríofa
The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident,
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA),
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and,
• Ongoing access to advice and support for schools.
The number of educational psychologists currently employed in NEPS stands at 240 which is a whole time equivalent of 234 across six regions. This is the highest number employed in NEPS since it was established. NEPS has sanction for 271 whole time equivalent posts. Currently four members of staff are on long-term sick leave and eleven on maternity leave.
Where schools do not have an assigned psychologist due to a vacancy, a psychologist from the local NEPS team undertakes the role of advisory psychologist to respond to queries that the school may have. Such schools continue to have access to critical incident response, advisory support, and support and development training delivered by their local NEPS team. Individual assessments for students in these schools are available via the Scheme for the Commissioning of Psychological Assessments (SCPA).
In relation to the recruitment of educational psychologists, the Department has been exploring opportunities to increase the numbers of suitably qualified staff. This will strengthen the response to the educational psychological needs of children in recognised primary and post-primary schools across the country. Since January 2023, NEPS has supported bursaries for Trainee Educational Psychologists who are enrolled in the University College Dublin Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. Those in receipt of a bursary commit to joining NEPS upon graduation. There are 74 Trainee Educational Psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
Additionally, the Public Appointments Service commenced a recruitment campaign for Educational Psychologists at the end of 2023 and successful candidates from that panel are currently taking up positions in NEPS. It is expected that a further recruitment competition will be commenced by the Public Appointments Service early in 2025 and planning for this competition is already underway within the Department.
In addition to the service outlined above, NEPS is leading on the Counselling in Primary Schools Pilot. The pilot has two Strands. Strand 1 is the provision of one-to-one counselling to support a small number of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Education Wellbeing Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16.
School Transport
Ceisteanna (412)
Ged Nash
Ceist:412. Deputy Ged Nash asked the Minister for Education when a response to a representation regarding school transport (details supplied) will be provided; and if she will make a statement on the matter. [44440/24]
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 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were 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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
Bus Éireann has advised that the child referred to by the Deputy is eligible for school transport however a payment was not received by the payment deadline date. Bus Éireann further advise that a seat on a service has recently become available and the family have been notified in this regard.
Under the 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.
The closing date for school transport applications for the 2024/25 school year was Friday, 26th April 2024 and the closing date for payment was 7th June 2024.
Families may still apply for school transport following this date, but if their application is late they may not secure a seat on a service.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
National Educational Psychological Service
Ceisteanna (413)
Denis Naughten
Ceist:413. Deputy Denis Naughten asked the Minister for Education when a child (details supplied) will receive an assessment; the reason for the delay; and if she will make a statement on the matter. [44447/24]
Amharc ar fhreagraFreagraí scríofa
I refer to Deputy Naughten's question on the National Educational Psychological Service (NEPS).
NEPS is the psychological service of the Department of Education and provides educational psychology support to all primary, post-primary, and special schools. NEPS is a schools-based service and each NEPS psychologist is assigned to a group of schools.
NEPS provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A casework service for individual students where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA)
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools
• Ongoing access to advice and support for schools
The focus of the NEPS service is on empowering teachers to intervene effectively with children and young people whose needs range from mild to severe, and transient to enduring. NEPS encourages schools to implement a Continuum of Support, with each school taking responsibility for providing universal and preventative approaches, as well as early assessment, educational planning and intervention where the need arises. Children do not require a psychological assessment or a diagnosis in order to access additional support at school.
Direct NEPS involvement is managed through the Casework Service for individual children and young people. If, following evidence-informed support and intervention, the school has concerns that a child is still experiencing difficulty, the school may request the direct involvement of the NEPS psychologist. Children can only be prioritised for direct NEPS involvement by the school principal, or by a staff member designated by the principal. A request for involvement is accepted from the school principal in consultation with the psychologist. When deciding who to prioritise for involvement with NEPS, school principals consider those students who present with the greatest level of need, in that particular school context.
In relation to the student referred to, the parents or guardians should discuss any concerns with the school principal and/or teachers to further explore how their child may be supported through the Continuum of Support process described above, and if appropriate, through the direct involvement of the NEPS Psychologist assigned to the school.
Schools Building Projects
Ceisteanna (414)
Cathal Crowe
Ceist:414. Deputy Cathal Crowe asked the Minister for Education when construction of an extension to a school (details supplied) will begin, having signed an acceptance letter with her Department in November 2023. [44461/24]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved to enter my Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project to provide one mainstream classroom and two SET rooms. The project has been devolved to the school authority for delivery.
I can confirm to the Deputy, that in Q1 2024 department officials received a Stage 1/2a report. Upon completion of my Departments review of this report, comments issued to the school advising them that the submitted report was incomplete. The report was returned to the school authority for clarification of design and cost detail.
In Q3 2024 a revised Stage 1/2a was submitted by the school authority and forwarded to my Departments professional and technical team, for review. In Q4 upon completion of that review comments issued to the school authority, advising them that they deviated from the approved project brief and the submitted cost report was again incomplete. Department officials have been in communication with the school authority to provide guidance on what exactly the Design Team is required to submit in order to progress this project.
This project is currently at design stage and will be required to go through further stages and assessment for planning and tendering prior to the project being approved to construction. Each of these steps require a significant amount of time but are crucial to maintain our commitment to excellence and to deliver the best possible outcome for this project in line with my Departments Infrastructure Guidelines.
It is currently not possible at this early stage to give the Deputy a timeframe as to when this school project will go to construction.
Educational Disadvantage
Ceisteanna (415)
Cathal Crowe
Ceist:415. Deputy Cathal Crowe asked the Minister for Education if she will urgently revise the DEIS status of a school in County Clare (details supplied); and if she will make a statement on the matter. [44466/24]
Amharc ar fhreagraFreagraí scríofa
My department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
Following the largest expansion of the DEIS programme to date in 2022, benefitting 361 schools, the programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to my department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools.Since June 2020, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle. Budget 2025 announced an additional €51 million funding to extend the free schoolbooks scheme to students in transition and senior cycle years, meaning it will now support 940,000 pupils and students in primary, special and post-primary schools in the free scheme.
I invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review Ireland’s current policy approach for the allocation of resources to support students at risk of educational disadvantage. In July this year I welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'.
The review finds that Ireland has an education system that consistently outperforms many other OECD countries but also exhibits relative socio-economic fairness, making it one of the stronger performers globally. It also recognises the positive impact of resources provided universally to all schools, as well as the additional resources provided to schools in the DEIS programme, in addressing educational disadvantage.
The review also highlights continued improvements over the past decade in retention and attainment levels between children and young people in DEIS and non-DEIS schools. It notes that, even with these improvements, important differences in outcomes persist between DEIS and non-DEIS schools and for children and young people from disadvantaged backgrounds, and Travellers and Roma. This information and data has also informed the Traveller and Roma Education Strategy (TRES), published in July (www.gov.ie/en/consultation/2545f-traveller-and-roma-education-strategy/).
The OECD review sets a number of recommendations for future policy, to bridge those gaps, improve equity and ensure every child and young person at risk of educational disadvantage is supported to achieve their potential in education. Over the coming months my department will work with other government departments and agencies, the education partners, and stakeholders across the education sector to develop tangible actions informed by the recommendations set out. These actions will aim to build on the success of the DEIS programme through the development of a dynamic resource allocation model that can respond to changing levels of need and ensure that all children and young people in both DEIS and non-DEIS schools are supported to achieve in education.
Following the National Census conducted in April 2022, an updated HP Deprivation Index has been generated by Pobal. My officials are analysing this data, and it is currently under consideration. This, along with input from the OECD review and the aforementioned stakeholders, will assist in the development of actions to address educational disadvantage in all schools.
Meeting the educational needs of children and young people arriving from Ukraine and other countries is a priority for the Government, and my department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity.
The Regional Education and Language Teams (REALTs) were established by the department in 2022 to support the needs of children arriving in Ireland from Ukraine. The most recent figures show that over 18,000 pupils from Ukraine were formally enrolled in schools across the country.
The primary role of the REALT is to assist children in finding school places and to support schools in the area to meet the needs of these children as they emerge, to advise and support my department in developing new capacity where required, and to coordinate the provision of education services to children and families across their defined area.
The remit of REALT was extended in November 2022 and includes support for both non-Ukrainian arrivals in the International Protection system and children under the Irish Refugee Protection Programme (IRPP). This ensures a comprehensive approach to supporting all children in our education system.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the English as an Additional Language (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations. My department has adapted to the dynamic landscape of student enrolment particularly with the influx of newly arrived students into the country who require EAL. My department's policies enable flexible resource allocation, including additional EAL hours and positions, to meet these varying needs. Schools may also apply for further language support through the staffing appeals process.
Special Educational Needs
Ceisteanna (416)
Gino Kenny
Ceist:416. Deputy Gino Kenny asked the Minister for Education further to a recent announcement of five special schools, two of which are to be in Dublin, the locations of the schools in Dublin and the way the locations will be decided. [44470/24]
Amharc ar fhreagraFreagraí scríofa
My department works closely with the National Council for Special Education (NCSE) on the forward planning of new special classes and additional special school places. In Budget 2025, funding was secured for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. This will deliver 2,700 new places for children.
Almost 1,700 new special classes have been provided over the last 5 years and eleven special schools have been provided also in recent years. For this 2024/25 school year alone, over 400 new special classes have been sanctioned with classes provided in every county. Four new special schools have also opened last month in counties Meath, Kildare, Wexford and Limerick.
My department and the NCSE continue to work closely on the forward planning of special education provision. Just last month Minster Foley and I announced that another five new special schools will be established for the next school year 2025/26, two in County Dublin and one each in counties Cork, Monaghan and Tipperary. The exact location, size of the schools and other details are currently being worked through.
This will bring to 6 the number of new special schools established in County Dublin in recent years. It will bring to 129 the number of NCSE supported special schools in the county.
It is envisaged that existing buildings will be repurposed, in the first instance, to facilitate the opening of the new special schools for the 2025/26 school year. Further details such as the precise location of the new schools in each county will be confirmed in due course as part of the finalisation of arrangements for the opening of the new special schools.
The schools will provide for children and young people with complex special education needs from 4 years up to 18 years of age. They are being sanctioned as early as possible as part of advanced forward planning for the next school year to ensure that appropriate placements are available where needed to meet the needs of students with special educational needs.
The announcement of these schools is a significant step forward. Part of the forward planning process looks at how far students are travelling to access an education appropriate to their needs.
The early announcement of the new schools is an important milestone because it allows more time for the planning of school admissions, recruitment of staff, staff training and completion of necessary building works.
Dedicated working groups will be established by my department to work through the details in relation to the establishment of the new special schools. The NCSE at local level will continue to support and update families on the establishment of the new special school.
School Equipment
Ceisteanna (417)
Cathal Crowe
Ceist:417. Deputy Cathal Crowe asked the Minister for Education if she will intervene with the supply of heating equipment for a specific room at a school (details supplied); and if she will make a statement on the matter. [44473/24]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for his enquiry in relation to this matter. The School Principal has been contacted directly in relation to the supply of the heating equipment and is being kept informed of developments in relation to this item.
The school referred to is part of the Pilot Schools Public Private Partnership (PPP) Bundle. The relevant section within my Department, in conjunction with the National Development Finance Agency (NDFA), are addressing the overall issue and intend to resolve the matter promptly.
Special Educational Needs
Ceisteanna (418)
Cathal Crowe
Ceist:418. Deputy Cathal Crowe asked the Minister for Education if she and the NCSE will urgently examine the lack of autism class spaces in west Clare and give consideration to opening an additional autism class at a school (details supplied); and if she will make a statement on the matter. [44474/24]
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 me as Minister for Special Education & Inclusion, 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 has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. My department and the NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
Planning for special classes and places in County Clare and nationwide is currently underway ahead of the 2025/26 school year. I have passed the details of the school referred to on to the NCSE to assist in this planning.
Almost 1,700 classes have been sanctioned by the NCSE in recent years, in this time 11 new special schools have also been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,337.
76 of these classes are in County Clare, 9 are new for the 2024/25 school year, 5 at primary level and 4 at post-primary level. The vast majority of these are autism classes and have a teacher/student ratio of 1:6.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide and it is estimated that a similar level of provision will be needed each year for the next 3 years.
The NCSE have recruited additional special education needs organisers (SENOs), advisors and team managers. The total number of SENOs has increased to 120 nationwide. SENOs play an important role in ensuring there is adequate special educational provision within local areas. The are now three SENOs operating in County Clare. These SENOs are currently visiting schools to conduct planning meetings. These visits will be key in terms of forward planning for the 2025/26 school year.
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 parents on their options and the supports available.
School Accommodation
Ceisteanna (419)
Michael McGrath
Ceist:419. Deputy Michael McGrath asked the Minister for Education the steps being taken to address urgent repair works at a school in County Cork (details supplied); and if she will make a statement on the matter. [44475/24]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defect works. The EWS operates on the basis of a minimal scope of works and accordingly, the school was advised to submit a revised scope of works, based on a leak detection test, along with an accompanying itemised cost breakdown.
Once this is received the EWS team will review the revised application and will engage further with the school as appropriate.
The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.