Written Answers Nos. 415-441
415. Deputy Mattie McGrath asked the Minister for Education for an update on the position in relation to school caretakers; the timeframe for offers to be made to school caretakers; and if she will make a statement on the matter. [2358/25]
Amharc ar fhreagraFirstly, let me say that Caretakers are valued members of our school communities who carry out work vital to the operations of our schools. At present, the majority of primary and post-primary schools receive assistance to provide for caretaker services under ancillary grant funding. Under the February 2022 agreement the implementation of revised salary and annual leave entitlements for school secretaries is now fully operational, and lessons learned from that process are now playing a key role in the drafting and implementation of a similar deal to be offered to grant funded school caretakers.
The Department is committed to ensuring that school caretakes will be afforded the opportunity to avail a similar package offered to school secretaries of revised salary and annual leave entitlements in the near future.
At present, work is ongoing to review the results of the compressive survey which will enable my officials to confirm their understanding of the current working patters as well as terms and conditions of work for school caretakers. In parallel with this, the Department are actively in communication with Fórsa on this important issue.
416. Deputy Eamon Scanlon asked the Minister for Education the status of the planned extension for a school (details supplied) in County Sligo; the projected timescale for construction to start; and if the school can be approved emergency accommodation in the interim. [2363/25]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide 3 General Classrooms, Science and Preparation area, Construction Room and Preparation area, Home Economic Room, Graphic Design Laboratory, Music Room, Project Store, 2 SET Rooms & Ancillary Rooms and a 1 Class SEN Base. The project was devolved to the school authority for delivery.
I can confirm that this project received my departments approval to go to planning in Q3 2024 and the department now awaits a post planning (developed design) report from the school for review.
In relation to the query on Emergency works I can confirm an application was received by my Department. The main purpose of the Emergency Works Scheme is to provide for unforeseen emergencies that impact on school buildings. Upon review of this application the school were informed to apply to my Departments Additional Needs Assessment (ANA) section in relation to the food servery. In relation to the toilet facilities I can confirm that facilities have been provided for in the ASA project to include student, assisted users and staff toilets along with toilet facilities in the SEN base. There are currently no ANA applications awaiting decision.
At this early stage, it is not possible to predict when a significant school building project of this nature will go to construction, nor when it will be completed, as progress depends upon many contingent factors that can arise.
My department will continue to engage with the school authority to provide practical advice and assistance on this much needed project.
417. Deputy Eamon Scanlon asked the Minister for Education the rationale behind the relocation of the Donegal Education Centre to Letterkenny. [2366/25]
Amharc ar fhreagraEducation Support Centres (ESC) are independent bodies recognised under Section 37 of the Education Act (1998). This legislation states that “An education support centre shall have a management committee, to manage the business and staff of that centre.
Decisions about how to run the centre to achieve the best teacher professional learning (TPL) opportunities for all teachers in the ESC catchment area are a matter for the management committee in the first instance.
My Department’s role in relation to ESCs is to resource and monitor to ensure effective operation and focus on TPL activities to bring about positive impact in the classroom in respect of teaching and learning.
The management committee of Donegal ESC (DESC) contacted my Department to make us aware of the proposed relocation to Letterkenny last year. My Department reviewed the detailed business case submitted. Following engagement, the Department informed DESC in mid-December that it accepted the reasons underpinning the decision of the management committee to relocate to Letterkenny. Work to progress the relocation has now commenced.
418. Deputy Eamon Scanlon asked the Minister for Education about the steps being taken to ensure that school secretaries receive equal treatment in accessing public service pension schemes. [2367/25]
Amharc ar fhreagraThe Department of Education has been providing a payroll service for former grant funded school secretaries with effect from 1st September 2023. The provision of this payroll service is part of a package agreed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC) in 2022. The secretaries had previously been paid directly by their schools, as employer, using grant funding form the Department.
The agreement provided for secretaries, who signed up for the package, to be moved to a pay scale aligned with that of Grade III/CO and for some enhanced terms and conditions including improved leave entitlements and maternity provisions. This was implemented under Circular 36/2022.
The agreement however did not grant school secretaries with public servant status and therefore this cohort does not have access to the Single Public Service Pension Scheme.
The school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the Department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source. Should secretaries wish to avail of this option, they can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
Any changes to the terms and conditions agreed for these secretaries under Circular 36/2022 can occur only under industrial relations processes and any such proposals would need to be considered in detail by this Department and the Department of Public Expenditure, NDP Delivery and Reform.
419. Deputy Brian Brennan asked the Minister for Education the status of a new school building project (details supplied); the timeline for progress; and if she will make a statement on the matter. [2429/25]
Amharc ar fhreagra422. Deputy Brian Brennan asked the Minister for Education whether she will consider advance works on sports facilities for a school building project (details supplied) that is not progressing; and if she will make a statement on the matter. [2434/25]
Amharc ar fhreagraI propose to take Questions Nos. 419 and 422 together.
Since 2020, my department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The permanent school building project referred to by the Deputy will provide a new 750 pupil post primary school and accommodation, including 4 classrooms, for children with special educational needs.
It is intended that the project will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The ADAPT 4 Programme will be led by Integrated Project Teams (IPT’s), consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects. AECOM as the Programme Manager are overseeing the procurement and appointment of the IPT’s. A 2-stage procurement process for the IPT appointment is ongoing with Stage 1 complete and Stage 2 underway.
It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured. This project is also expected to deliver sports facilities, including a PE hall and external hard core play areas, as part of the permanent project.
My Department will keep the school and their patron body informed of the progression of this shared educational campus and will continue to liaise in relation to interim accommodation pending delivery of the permanent accommodation for the school.
420. Deputy Eamon Scanlon asked the Minister for Education the engagement her Department has had regarding the transfer of a site (details supplied) in County Sligo; and the expected date of completion. [2432/25]
Amharc ar fhreagraI can confirm that my Department has recently approved the surrender of our lease interest on the property in question. My Department is currently preparing an instruction to our legal representatives to progress the legal formalities relating to this matter.
421. Deputy Eamon Scanlon asked the Minister for Education the plans being put in place for a new school (details supplied) in County Leitrim. [2433/25]
Amharc ar fhreagraSince 2020, my department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn.
In April 2024, the Department of Education announced that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the Department of Education’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation. Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
The Department employs a detailed planning process to determine school provision needs. This process involves dividing the country into 314 school planning areas and utilizing a Geographical Information System (GIS). The GIS uses a variety of data sources, including Child Benefit records and school enrolment statistics, to pinpoint areas where there is a growing demand for school places. This analysis helps identify where additional school accommodations are necessary at both primary and post-primary levels.
In addition to this data, the Department’s forecasts are also informed by current and planned residential developments, as well as population and housing targets set out in Project Ireland 2040. This comprehensive approach ensures that the Department can effectively plan for future school place requirements across the country.
Officials in my Department have met with the school patron and school authority to discuss how the immediate accommodation needs for the school might be addressed.
I can confirm to the Deputy that the Department is in receipt of an application under the Additional School Accommodation scheme (ASA) from the school in question. The Department recently issued correspondence to school with an offer of accommodation to meet the schools’ immediate needs and are awaiting a response from the school in this regard.
423. Deputy Aengus Ó Snodaigh asked the Minister for Education when a suitable school place will be found for a child (details supplied). [2437/25]
Amharc ar fhreagraAs you are aware enabling children with special educational needs to receive an education is a priority for government. Thanks to considerable investment in special education in recent years 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 National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. Almost 1,700 classes have been sanctioned by the NCSE in the last 5 years, 11 new special schools have 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 3,336.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide.
The NCSE have recently recruited additional special educational needs organisers (SENOs), advisors and team managers. 120 SENO's now operate nationwide. SENO's play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. Over 1,000 school planning visits have occurred in recent months. These planning visits have been key to the NCSE in determining what new provision can be provided and it is expected that the NCSE will sanction a number of new special classes in the coming weeks.
The NCSE advise they are aware of the child referred to by the Deputy and they are liaising with the relevant school and the child's parent. The SENO will continue to advise the child's family on suitable class placements in the local area and will provide assistance as required in securing a placement.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENO's are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENO's directly using the contact details available on the NCSE website.
The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. The NCSE will progress the sanctioning of new special classes over the coming weeks.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
424. Deputy Tom Brabazon asked the Minister for Education the number of planning applications there have been in relation to the new school building for a school (details supplied) since it was sanctioned; the reason it has taken so long to deliver; the stage the process the development is at; the further number of stages that are involved in the project; if the design team has completed its work; when construction will commence and be completed; if the Minister will visit the school to allay the concerns of staff, students and parents in relation to ongoing delays in the delivery of the school; and if she will make a statement on the matter. [2438/25]
Amharc ar fhreagraThe large scale capital project for the provision of a new 600 pupil school and ancillary accommodation is at Architectural Planning Stage 3 – Tender Action and Award. The remaining Stages are Stage 4 - in Construction, and Stage 5 - Handover and Final Account.
A new grant of planning was received in December 2023, with a number of conditions attached. The design team are examining the implications of these conditions and reviewing technical design information in relation to statutory and current technical design guidance.
The large scale capital project remains a priority for delivery and my department officials will be in contact with the school authority as soon as the Design Team complete their review.
My Department remains engaged throughout with the Patron DDLETB.
425. Deputy Michael Healy-Rae asked the Minister for Education if assistance or a grant can be given to provide transport (details supplied); and if she will make a statement on the matter. [2444/25]
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 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes daily to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
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.
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. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Funding is not provided to private bus contractors operating outside of the Department’s School Transport Scheme. Bus Éireann plans and manages the countrywide network on behalf of the Department to ensure that services are provided in line with the specific requirements of the Department.
426. Deputy Malcolm Byrne asked the Minister for Education to outline the role of her Department in promoting the delivery of sport in primary and secondary schools as well as in further and higher education institutions, including through the provision of capital and equipment funding; and if she will make a statement on the matter. [2463/25]
Amharc ar fhreagra439. Deputy Duncan Smith asked the Minister for Education the details of any grants available to a school to purchase a multi-purpose play area; and if she will make a statement on the matter. [2624/25]
Amharc ar fhreagraI propose to take Questions Nos. 426 and 439 together.
Under the provisions of the Education Act, 1998 the board of management is the body charged with the direct governance of a school and the principal is responsible for the day-to-day management of the school, including arrangements for co-curricular and extra-curricular activities. While the decision to become involved in organised school sports is a matter for each school, all schools are required to deliver physical education (PE) as part of the curriculum.
Under the Primary School Curriculum, the current PE curriculum provides a balanced range of activities for children through six strands namely athletics, dance, gymnastics, games, outdoor and adventure activities, and aquatics. Through the new Primary Curriculum Framework, published in March 2023, the suggested minimum curriculum time for Wellbeing, which includes PE, has increased: junior infants to senior infants will increase from 1.5 hours to 2.5 hours per week; first to sixth class will increase from 1.5 hours to 3 hours per week. The new Primary Wellbeing curriculum, which includes PE is currently under development by the National Council for Curriculum and Assessment.
At Junior Cycle, schools develop their programme of study based on the physical activity areas of: health related activity; athletics; adventure; aquatics; dance; gymnastics; and games. School are required to provide a minimum of 135 hours of timetabled PE over three years of Junior Cycle, as part of the 400 hours of wellbeing. There are two options for PE at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject, and the Senior Cycle Physical Education (SCPE) Framework which is non-examinable.
In LCPE, students learn about the different theoretical perspectives through their engagement in different physical activities. Each activity must be selected from one of six distinct physical activity areas, these areas are: Athletics; Artistic and Aesthetic Activities; Adventure Activities; Games; Aquatics; and Personal Exercise and Fitness. LCPE is designed to be taught in approximately 180 hours over two years.
The SCPE Framework provides a flexible planning tool for physical education for all students in senior cycle. Learners can be encouraged to undertake different roles and responsibilities, including leadership, coaching and officiating roles. They can learn to plan, organise, participate in and reflect on their experiences in physical activity. Schools are required to ensure that a double class period (totalling 80 minutes per week), or its equivalent, of Physical Education is timetabled for all senior cycle students.
Oide, the new Integrated Teacher Education Support Service, was launched on 1 September 2023. It promotes the quality of teaching and learning through the provision of Teacher Professional Learning and support for our physical education teachers. There are also a number of other funded initiatives such as the Physical Activity in Teaching and Learning Pilot Programme, and the Active School Flag (ASF) programme.
Investment and expenditure on sports facilities in primary and post-primary schools is an element of the overall expenditure and investment in the School Building Programme. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school.
Practically all schools have outdoor play areas, and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. Learning experiences relating to the curriculum such as Athletics, Invasion Games and Adventure Activities can take place outdoors on tarmac. Nevertheless, my department is conducting a review of the current tarmacadam specification and is involving a number of schools in a trial of the use of polymeric and astro-turf surfaces.
The Department's summer works scheme also typically provide for works to schools’ existing external play areas. Funding under this scheme is limited to currently approved playing surfaces including tarmac and concrete. As part of its future planning, Department officials are considering and planning for the next phases of the summer works scheme (SWS) and the opportunities this may create to support the sustainability agenda. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
In relation to further and higher education, I am aware the Department of Further and Higher Education, Research, Innovation and Science provides devolved capital funding to both the further and higher education sectors. This flexible capital funding supports small-scale building works and equipment purchase and renewal. Further detailed information in this regard is available directly from that Department.
427. Deputy Michael Collins asked the Minister for Education to examine the cases of children (details supplied); and if she will make a statement on the matter. [2501/25]
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 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total cost of the scheme in 2024 was €454m.
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.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Safety of children travelling on the school transport services is of paramount importance to the Department and to Bus Éireann. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Children are generally expected to make their own way, or to be brought to convenient pick-up points along the main route.
Bus Éireann has advised that the pupils referred to by the Deputy are mainstream eligible pupils and they reside 8.5 km from home to school. In the 2023/24 school year, these pupils resided 0.5 km from their pickup point.
In the 2024/25 school year due to a re-organisation of this route in order to bring another mainstream eligible pupil within guidelines to a pickup point, the family’s pickup point was changed and they now reside 2.2 km from their pickup point.
These pupils still reside within the guidelines to a pickup point under the primary school transport scheme rules.
Bus Éireann further advise that it is not possible to change this pickup point back to the original pickup point due to time constraints.
428. Deputy Alan Kelly asked the Minister for Education if the location for the new special school in Nenagh has been decided on. [2504/25]
Amharc ar fhreagraI wish to advise the Deputy that potential accommodation options are currently being reviewed by the patron of the proposed new special school, Tipperary ETB, in conjunction with the Department of Education. A decision on the location of the school will be taken when this process has been completed.
429. Deputy Paul Lawless asked the Minister for Education the funding stream available to a school (details supplied) to apply for an AED defibrillator, or if the Department of Health will provide one. [2509/25]
Amharc ar fhreagraUnder the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.
The decision to install a defibrillator is made at local school level and is a matter for the board of management of each individual school.
The wider question of the need for defibrillators to be made available in public places is primarily a public health matter and would therefore be a matter for the Department of Health.
430. Deputy Sorca Clarke asked the Minister for Education if she will commit to collecting data on the educational outcomes for deaf and hard of hearing students. [2512/25]
Amharc ar fhreagraThe Department of Education has established a working group comprising NCSE, NEPS, Inspectorate, Central Policy Unit and the Special Education Unit of the Department. This group is considering the topic of educational outcomes across a range of areas including student engagement, attainment, attendance, happiness, independence and progress.
The intended outcomes of the group include the development of a framework for schools that will enable them to monitor and record outcomes in these areas.
Recognising the critical importance of evidence informed policy making, it is also intended that the framework will be sufficiently flexible such that school level information and data will be available to the Department as a means of informing policy for students with special or additional needs.
In tandem with this, the NCSE Research and Evaluation team together with Visiting Teachers of children who are Deaf/Hard of Hearing (DHH) students or Blind/Vision Impaired (BVI) have commenced a study of outcomes for students who have availed of the service.
The NCSE’s Research and Evaluation team intends reporting on school leavers who are DHH or BVI who have left school in 22/23 or 23/24, to establish their post-school pathway.
The NCSE’s Sensory Inclusion Team and Research and Evaluation team have now gathered information from school leavers and are analysing data collected. It is anticipated that initial findings from this analysis will be made available to the Department shortly, with a view to publishing the study of outcomes in Quarter 1, 2025.
431. Deputy Sorca Clarke asked the Minister for Education if she is aware that due to changes in SET hours deaf, and hard of hearing students are now receiving less support than before; and if she will consider reviewing these guidelines [2513/25]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided. The number of special education teachers in mainstream schools is at the highest level ever with almost 15,000 teachers allocated across our primary and post primary schools.
Every primary and post primary school receives an allocation of Special Education Teaching (SET) resources to support children and young people with special educational needs. These resources are allocated to schools based on the educational needs profile of each individual school. As outlined in the recently revised SET guidelines, hours allocated must then be used to support the children and young people identified as requiring this additional teaching support, this includes those who are deaf or hard of hearing. The guidelines also outline that schools must use their resources on the basis of those with the greatest level of need get the greatest level of support.
I would like to clarify that there has been no change made or arising from the recently published SET guidelines for schools in relation to the allocation of SET resources.
Where a school has a concern in relation to their level of SET resources, they should engage with their local special educational needs organiser (SENO) and following this may submit an application for a review of their allocation. If the review identifies additional need the resources are allocated by my department to the school immediately. This means that each school is provided with the resources necessary to enrol students with special education needs (including deaf and hard of hearing students) into mainstream classes in line with school's admission policy.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
432. Deputy Colm Burke asked the Minister for Education the steps her Department is taking to give retiring school secretaries access to public service pension schemes, and other leave schemes, in view of the fact that teachers and special needs assistants are in receipt of these schemes; and if she will make a statement on the matter. [2519/25]
Amharc ar fhreagraThe Department of Education has been providing a payroll service for former grant funded school secretaries with effect from 1st September 2023. The provision of this payroll service is part of a package agreed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC) in 2022. The secretaries had previously been paid directly by their schools, as employer, using grant funding form the Department.
The agreement provided for secretaries, who signed up for the package, to be moved to a pay scale aligned with that of Grade III/CO and for some enhanced terms and conditions including improved leave entitlements and maternity provisions. This was implemented under Circular 36/2022.
The agreement however did not grant school secretaries with public servant status and therefore this cohort does not have access to the Single Public Service Pension Scheme.
The school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the Department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source. Should secretaries wish to avail of this option, they can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
Any changes to the terms and conditions agreed for these secretaries under Circular 36/2022 can occur only under industrial relations processes and any such proposals would need to be considered in detail by this Department and the Department of Public Expenditure, NDP Delivery and Reform.
433. Deputy John Paul O'Shea asked the Minister for Education the status of the payment of school secretaries through her Department, and in relation to any further discussions her Department might be having with unions with regard to parity with other public servants and access to the single public service pension scheme; and if she will make a statement on the matter. [2527/25]
Amharc ar fhreagraSince September 2023, the department is providing a payroll service for previously grant funded Secretaries. This provision is part of a package agreed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC) and also includes revised terms and conditions for secretaries. The Agreement however did not grant school secretaries with public servant status and therefore there is no pension scheme in place for school secretaries employed under the new terms and conditions of employment as outlined in Circular 0036/2020, as such they do not have access to the Single Public Service Pension Scheme.
Each school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source. Should secretaries wish to avail of this option, they can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
The department moved School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale within education and training boards on a pro rata basis. Pay rates were pro rata according to a secretary’s current working pattern. Secretaries have been included in the national pay agreement and as such will receive pay increases in line with public servants. My department also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave, and maternity provisions.
The department engages with Fórsa and additional terms and conditions have been sought for this cohort of staff. However, any such claims, especially those with additional cost implications, must be carefully considered by the Department, in consultation with the Department of Public Expenditure, NDP Delivery and Reform and in line with the existing industrial relations processes.
434. Deputy Louis O'Hara asked the Minister for Education if her Department will reconsider the decision to refuse an ASD class at a school (details supplied) given that there is a waiting list for such classes at this school; and if she will make a statement on the matter. [2562/25]
Amharc ar fhreagraI wish to advise the Deputy that my Department is in receipt of an application for additional accommodation 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 National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The Department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2025/26 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level. In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services.
The NCSE regional team have engaged with officials in my department regarding the school in question again and have now confirmed that a class is will be required at the school for 2025/26.
Officials in my Department will be in contact with the school the school authority directly regarding their application.
435. Deputy Michael Cahill asked the Minister for Education if a policy for Irish in the education system from early childhood education to third level has been developed based on the Common European Framework of References for languages to promote an increase in the number of students studying Irish in educational institutions; and if she will make a statement on the matter. [2564/25]
Amharc ar fhreagra441. Deputy Michael Cahill asked the Minister for Education to develop a policy for Irish in the education system from early childhood education to third level (with the policy focusing specifically on what is taught and the results that are desired); to establish an expert group to develop this policy and that the policy would be based on the European language framework (details supplied); if she will implement a plan to increase the number of pupils attending Irish medium education from 6% to 20% within 20 years; and if she will make a statement on the matter. [2636/25]
Amharc ar fhreagraI propose to take Questions Nos. 435 and 441 together.
My department is taking a progressive, sequenced approach to developing a comprehensive policy for the Irish language from early years education to teacher education. As it relates to the Department of Education, there are three strands to this work: the Policy on Gaeltacht Education; the policy on Irish-medium education outside of the Gaeltacht; and the development of an action plan to support Irish in English-medium schools.
Significant progress has been made in implementing the Policy on Gaeltacht Education. The Gaeltacht School Recognition Scheme is the cornerstone of the Policy on Gaeltacht Education. It gives schools in Gaeltacht language planning areas the opportunity to seek official recognition as a Gaeltacht School by meeting specific language-based criteria. Recognition as a Gaeltacht School was awarded to over 120 schools at a series of regional events in October 2024.
Work is currently underway in my department to develop a new policy on Irish-medium education outside of the Gaeltacht. One of the key objectives of this policy, among other things, is examining how to increase the number of children receiving their education through Irish.
In order to inform the development of the policy, a comprehensive public consultation process was conducted to gather the views of stakeholders, including young people, parents and guardians, education professionals, education stakeholders and Irish-language organisations. Sealbhú, a research centre in DCU, carried out an analysis of the information gathered throughout the consultation and a review of national and international literature.
The policy, together with an action plan, is currently being developed by officials of my department. In developing the policy, my department is drawing on the various reports prepared by Sealbhú, and on information shared by stakeholders in bilateral meetings and at a consultation event held in September 2024. This information is being considered in light of the existing provision for Irish-medium education and the estimated demand in the education system, questions in relation to teacher supply, as well as the department’s budgetary and legislative context.
A new unit has been established within my department to support the Irish language in English-medium schools. This unit has commenced work on the development of an action plan for Irish in English-medium schools. The development of the plan will involve extensive consultation with national and school stakeholders. A national stakeholder event was recently held to commence the consultation process and further progress will be made on this over the coming months.
In parallel to the work being carried out by my department, the Department of Children, Equality, Diversity, Inclusion and Youth is currently developing a national plan on Irish language provision in early learning and care and school-age childcare. The departments are working closely together to ensure the policies are in alignment.
Taken together, these policies and initiatives are important steps towards the provision of a comprehensive policy for the Irish language in the education system.
With regards curricula, an updated, integrated Primary Language Curriculum/ Curaclam Teanga na Bunscoile (PLC/CTB) was introduced for all stages at primary school level from September 2019. The PLC/CTB seeks to support children on their language-learning journeys, in both English and Irish, while also acknowledging the diversity of languages spoken in Irish primary schools. While the PLC/CTB is not explicitly aligned to the Common European Framework of Reference for Languages (CEFR), the curriculum acknowledges all children’s language learning journeys.
In 2017, differentiated curricular provision was introduced in Irish at Junior Cycle. This meant that a specific curriculum was provided for Irish-medium schools (Teanga 1/T1) which was different to that provided for schools operating in the English language (Teanga 2/T2). This differentiated curricular provision for Irish at Junior Cycle builds on the model of curricular provision for Irish in the Primary Language Curriculum. The T1 and T2 specifications are broadly aligned with bands A and B (from basic users to independent language users) of the CEFR.
The current Leaving Certificate Irish syllabuses, which were introduced in 2010, are not aligned to the CEFR. The NCCA carried out a public consultation on draft T1 and T2 specifications for Leaving Certificate (established) Irish over a nine-month period in 2021. Following this, the NCCA paused development work on the draft T1 and T2 Leaving Certificate specifications. Additional research is being conducted on the model of provision and frameworks used to inform development of curricula for native languages in jurisdictions with a similar profile, with LCE Irish to be redeveloped as part of Tranche 4 of the Senior Cycle Redevelopment programme. Alignment of Leaving Certificate specifications with the CEFR will be considered as part of the redevelopment process. To support this work, a series of short academic papers are also being progressed, which include an exploration of aligning curriculum developments for Irish in senior cycle with the CEFR.
436. Deputy Niamh Smyth asked the Minister for Education if she will provide an update on the timeline for the delivery of the modular building required for the ASD special class at a school (details supplied); if she is aware that the school has had to defer admissions for September 2025 due to the lack of suitable infrastructure, despite engaging with the NCSE and her Department on this matter; and the immediate steps her Department will take to address this urgent issue to ensure the health and safety of the children currently enrolled and those awaiting enrolment. [2587/25]
Amharc ar fhreagraI 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 for 1 x Mainstream classroom modular and the school authority has subsequently requested that this modular be changed to provide 1 x Special education needs classroom.
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 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. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes.
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.
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 NCSE regional team have engaged with the school in question and have confirmed that a class is not required at the school for 2025/26.
Officials in my Department will be in contact with the school the school authority directly regarding the ASA application.
437. Deputy Colm Burke asked the Minister for Education when a grant payment will issue to a school (details supplied) for bus escorts for the 2023/2024 school year; and if she will make a statement on the matter. [2601/25]
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 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. this figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total cost of the scheme in 2024 was €454m.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Department of Education provides grant funding for the employment of the School Transport Escort and sets the rate of pay. The Board of Management/ETB are responsible for the employment of the School Transport Escort.
In relation to the school referred to by the Deputy in this case, my Department issued an advance escort funding for the 2023/24 school year in October 2023. The school referred submitted their Escort Reconciliation Sheet for the actual hours worked by their escorts in the 2023/24 school year in June 2024, and this was reconciled against what had been paid in advance to the school for that school year.
It was recorded that the school spent less in 2023/24 than the advance payment they received, and therefore no payment issued as sufficient funding for employment of the Escort(s) was provided by the Department. The school has been contacted directly by School Transport Section of my Department and provided with a breakdown of this reconciliation. The school should contact escorttransport@education.gov.ie should they have any further queries in this regard, and officials in my Department would be happy to assist.
438. Deputy Frankie Feighan asked the Minister for Education the status of plans for a new school building for a school (details supplied); and if she will make a statement on the matter. [2621/25]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme. This project is one of the projects on my Departments 3rd Adapt Programme - Adapt 3A, which procured and appointed design teams during 2023.
The ADAPT Programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for this project is the development of a new 12 Classroom primary school with additional classrooms for pupils with Special Education needs, on a green-field site.
Following receipt and review of the Stage 1 Addendum during May 2024, the major building project was approved to progress to Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
On receipt and review of the Stage 2(a) Submission from the Design Team, the Stage 2(a) Stakeholders meeting can then be arranged. Following that meeting, the school authorities and design team will be advised regarding project progression.
440. Deputy Michael Cahill asked the Minister for Education if the lack of provisions at secondary-school level for deaf pupils (details supplied) will be urgently addressed; and if she will make a statement on the matter. [2635/25]
Amharc ar fhreagra454. Deputy Michael Healy-Rae asked the Minister for Education to examine the case for the continuation of supports in post primary schools for deaf children (details supplied); and if she will make a statement on the matter. [2779/25]
Amharc ar fhreagraI propose to take Questions Nos. 440 and 454 together.
As you are aware enabling children with special educational needs to receive an education is a priority for government. Thanks to considerable investment in special education in recent years 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 National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. Almost 1,700 classes have been sanctioned by the NCSE in the last 5 years, 11 new special schools have 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 over 3,330.
98 of these classes are in County Kerry, seven are new for the 2024/25 school year, five at primary level and two at post-primary level. Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide.
The NCSE have recently recruited additional special educational needs organisers (SENOs), advisors and team managers. 120 SENO's now operate nationwide, with four operating solely in County Kerry. SENO's play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. Over 1,000 school planning visits have occurred in recent months. These planning visits have been key to the NCSE in determining what new provision can be provided and it is expected that the NCSE will sanction a number of new special classes in the coming weeks.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENO's are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENO's directly using the contact details available on the NCSE website.
The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. The NCSE will progress the sanctioning of new special classes over the coming weeks and will advise parents in turn on the location of new special classes for the 2025/26 school year.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
