I propose to take Questions Nos. 613 and 614 together.
Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
In addition, the Department of Children, Disability and Equality shares aggregated anonymised data with my department on the numbers of children in services who have availed of Access and Inclusion Model (AIM) level 7 supports through the Early Childhood Care and Education Programme (ECCE) programme. This data sharing has provided insights to the NCSE to help prepare and plan the appropriate provision required in local areas for children transitioning into primary school.
Further engagement continues regarding the provision of relevant data on individual children from the early years sector to the NCSE. It is envisioned that this data could enable the NCSE to improve its forward planning. Work is ongoing between the Department of Children, Disability and Equality and the NCSE to put in place a data sharing agreement that will enable improved transfer of centrally held relevant data on individual children that will enable the NCSE to improve its forward planning to provide supports to these children when transitioning to primary school.
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 achieve their full potential.
