Written Answers Nos. 199-218
199. Deputy Michael Lowry asked the Minister for Education if she will provide assistance to a school (details supplied) regarding the payment of the 2024 ancillary grant and information that was forwarded to schools on Friday, 26 April 2024; the steps being considered to address the issues highlighted; and if she will make a statement on the matter. [20455/24]
View answerMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
Correspondence issued to all schools on 26th April detailing the calculation of ancillary grant funding for 2024. Schools provided the Department with details of the salaries they paid to grant-funded secretaries who transferred to the Department’s payroll from September 2023. This information was used to revise the ancillary related grant funding due to these schools for January to August 2024.
As confirmed previously, work is ongoing to identify a method of standardising the reduction to the Ancillary Services Grants for the longer term where school secretaries are being paid on the Department payroll.
The school referred to by the Deputy received their ancillary grant funding on 29th April 2024 and has made contact directly with my Department. Officials from my Department will be in contact with the school to address their concerns as soon as possible.
The STEM (Science, Technology, Engineering, and Mathematics) grant scheme was an action in the new STEM Education Implementation Plan published in 2023. The grant is to support schools in carrying out projects to stimulate an increased interest in STEM and included an application process as with other STEM initiatives in the past such as the STEM clusters project.
As you are aware the initial funding available at the time of the call for applications was €1.5 million. Given the high demand from schools, the Department worked to secure as much additional funding as possible, bringing the total available to €4.7 million. Unfortunately, on this occasion, the funding fell short of the ask of over €25 million.
Given the very high number of valid applications and the budget available for the scheme, a decision was made by the Department to run a lottery on this occasion. It is hoped that a further round of funding can be run this year which means that eligible schools that were not successful this time may receive funding in the future. In relation to any future funding that becomes available, the Department will be in contact with schools.
200. Deputy Colm Burke asked the Minister for Education the current status of an application for reconfiguration of a school (details supplied); when a decision is likely to be made in this case; and if she will make a statement on the matter. [20471/24]
View answerI can confirm that my Department is in receipt of an application, under the Additional School Accommodation scheme, from the school referred to by the Deputy. The purpose of the Additional School Accommodation scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by other schools in the area.
A technical site visit has been carried out at the school and my Department has recently agreed an accommodation brief for the school and is now finalising options to deliver this accommodation. My Department are in ongoing contact with the school principal in this regard and will continue to do so regarding the project.
201. Deputy Marian Harkin asked the Minister for Education to confirm that school transport will be provided for named students (details supplied);; and if she will make a statement on the matter. [20483/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
In the current school year over 161,600 children, including over 135,000 pupils traveling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application and payment process on time will be accommodated on school transport services where such services are in operation for the 2024/25 school year.
Children who are not eligible for school transport, but who completed the application and payment 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.
Due to the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Eireann have advised that the family, referred to by the Deputy, have made an application but not yet paid for school transport for the 2024/25 school year. Bus Éireann has also advised that the family are not eligible for school transport as they are attending the third nearest school from where they reside.
The family will be considered for school transport in line with mainstream concessionary policy for the 2024/25 school year once payment is received before the payment closing date of 7th June 2024.
202. Deputy Marian Harkin asked the Minister for Education to ensure the retention of the second bus on a school bus route in County Sligo (details supplied); and if she will make a statement on the matter. [20484/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
In the current school year over 161,600 children, including over 135,000 pupils traveling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published, which marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. In summary, school transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall the recommended changes to the future operation of the Scheme concern:
• expansion of the current eligibility criteria,
• addressing current operational challenges
• charges and grants and
• over time, moving towards better integration with public transport to ensure optimum value for money to the Exchequer
A phased implementation of the review’s recommendations will commence in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys. It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
The closing date for new applications for the 2024/25 school year was Friday 26th April 2024. The closing date for payment/entering medical details for tickets for the 2024/25 school year is Friday 7th June 2024. It is only after this time that Bus Éireann will know how many applications have been received and paid for. At that point, services will be planned for the upcoming school year.
There will be no removal or downsizing of buses/routes for the 2024/2025 school year.
203. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question No. 190 of 29 February 2024, the current timeline for commencement and completion of the next stage of works at a school (details supplied) in Castleblayney, County Monaghan; and if she will make a statement on the matter. [20490/24]
View answerThe project to which the Deputy refers has been devolved for delivery to Cavan and Monaghan Education and Training Board (CMETB).
The Tender Report has been received by my Department and is currently under review from both a technical and cost perspective. Once completed my Department will revert to CMETB directly on the outcome and the next steps to progress this project.
CMETB will be engaging directly with the school authority to keep it informed of progress.
I can assure you that my Department is committed to ensuring appropriate accommodation is available for the pupils in this school and will in the wider context outlined, ensure that this school project - as for all projects on the school building programme - is subject to the due diligence required under the public Infrastructure guidelines. It is a challenging construction environment across all sectors (Education, Housing, Transport etc.) and my Department is also required to manage the timing, scope and cost of individual projects to remain within budgetary parameters for the overall programme – this involves constant review throughout the project life cycle.
Since 2020, the Department of Education has invested around €4.5 billion in schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction. School building projects under construction involve an overall State investment of over €1.2 billion with most of these projects due for completion in 2024 and 2025. This is a record level of investment and highlights my Department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The status of all projects in the pipeline, including those at tender stage, is set out by County at (www.gov.ie) and is updated on a regular basis.
204. Deputy Niamh Smyth asked the Minister for Education to review a case and documents (details supplied); and if she will make a statement on the matter. [20491/24]
View answerI would like to thank the Deputy for the question.
The National Council for Special Education (NCSE) has responsibility for planning and coordinating school supports for children with special educational needs including Special Education Teaching (SET) reviews.
As the matter raised in the correspondence relates to the SET Review process which is managed by the NCSE, we are forwarding the matter to the NCSE for their direct reply.
205. Deputy Michael Lowry asked the Minister for Education if assistance can be provided to a school (details supplied) regarding the ongoing issue pertaining to this school's accommodation needs; what steps are being considered to address the issues highlighted; and if she will make a statement on the matter. [20495/24]
View answerI can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my department's Additional Schools' Accommodation (ASA) Scheme for mainstream and special education tuition space.
The purpose of the Additional Schools' Accommodation scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation and 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.
As part of its overall programme planning for 2024 school accommodation needs, the department is now examining enrolment data from the current school year and data on accommodation capacity at schools. This is in order to reassess and identify critical accommodation requirements for the next school year, with a view to advancing these to formal approval stage. It is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible . This includes ensuring that all school accommodation is being utilised as efficiently as possible, and that priority is given to the use of accommodation for classroom purposes, either to meet mainstream or special educational needs. This analysis is forming part of the department’s current assessment process.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. It is not, therefore, possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school. I can only seek to assure you that we will advance this matter as quickly as possible and that we are very conscious that where additional school places and accommodation are required, a significant lead-in time is necessary for a variety of reasons
The application is being considered in this context and we are working to get a decision communicated to the school as soon as possible.
206. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 304 of 23 April 2024, if she will provide a of timeframe on this project as the application was submitted in July 2022; and if she will make a statement on the matter. [20500/24]
View answerI can confirm to the Deputy, that my Department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority 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.
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 NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
As the Deputy will be aware, on foot of an assessment of the ASA application from the school, advice was sought from my Department's professional and technical section. This advice has been provided and my officials are considering options for the school in question. My officials will be in contact with the school authorities at the earliest possible time in this regard.
207. Deputy Thomas Pringle asked the Minister for Education when a decision on an application for the provision of additional accommodation for a school in County Donegal (details supplied) will be made; and if she will make a statement on the matter. [20515/24]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in the area.
My Department's focus is on the most critical needs for the next school year and how each individual school’s accommodation can be best utilised and at capacity across schools in each school planning area. In the context of making most effective use of our capital allocation, and mindful of climate action goals, my officials are working to make sure that all school accommodation capacity is being maximised.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. Unfortunately it is not therefore possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school.
The provision of required school places including for children with special education needs is a priority for my Department. I can assure the Deputy my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider area for 2024/25 and future years.
208. Deputy Michael Lowry asked the Minister for Education if she will provide assistance to a person (details supplied) regarding their ongoing issue pertaining to the supplementary panel for the 2023/24 school year under the terms of Circular 0074/2022; the reason this teacher was denied panel rights; what steps are being considered to address the issues highlighted; and if she will make a statement on the matter. [20528/24]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The criteria, reviewed annually with the Education Partners, are published on the Department website. Circular 57/2023 sets out the arrangements for the Supplementary Panel for the 2024/25 school year.
The teacher referred to by the Deputy is ineligible for the Supplementary Panel as she did not have the required earnings for the 2023 calendar year.
209. Deputy Steven Matthews asked the Minister for Education the position regarding the free primary schoolbooks scheme; a timeline for when schools will receive guidelines for the coming school year; and if she will make a statement on the matter. [20531/24]
View answerIn March 2023 I introduced a groundbreaking new free Primary Schoolbook Scheme, that has provided funding directly to recognised primary and special schools to provide at a minimum, free schoolbooks, workbooks and copybooks to pupils.
More than 563,000 pupils enrolled in approximately 3,230 recognised primary schools, including over 130 special schools, have benefited from this new measure from September 2023.
This scheme requires that parents and guardians are not asked to buy or rent any schoolbooks, workbooks or copybooks while ensuring that primary and special schools retain the autonomy to choose schoolbooks and classroom resources that meet their curricular requirements.
Detailed guidance on the implementation of the scheme was published in March 2023 and funding issued to schools in advance of the start of the 2023/24 school year.
Details of the scheme for the 2024/25 school year are announced today 8th May 2024.
210. Deputy Niall Collins asked the Minister for Education for an update on a matter (details supplied). [20563/24]
View answerI can confirm to the Deputy that the school referred to was approved to enter my Department’s pipeline of school buildings for a project to provide the following accommodation: 1 mainstream classroom, 2 SEN base, 1 office, 1 staffroom and a principal’s office under my Department's Additional School Accommodation (ASA) Scheme. The responsibility for this project has been devolved to the school authority.
An increase in the brief for this project required the school authority to procure a new design team in 2022. The school authority has submitted its Preliminary Design report and this is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. The Department will be in contact with the school shortly regarding the outcome of this review.
211. Deputy Robert Troy asked the Minister for Education the reason years spent teaching A levels in the UK cannot be recognised by the Teaching Council of Ireland (details supplied). [20569/24]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration namely, Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the Regulations. The Department has no role in the registration of individual teachers.
In its role as a competent authority, the Teaching Council operates in accordance with the EU Mutual Recognition of Professional Qualifications Directive (2005/36/EU as amended). As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration.
Fully qualified teachers who qualify from outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council under the Teaching Council (Registration) Regulations.
A fully qualified teacher from outside of the Republic of Ireland must hold Qualified Teacher Status (QTS/licence to teach) and full registration (having met any post-qualification registration requirements of that country, e.g., teacher induction). All applications from teachers who qualify outside of Ireland are processed in line with EU Directive.
All applications from fully qualified teachers who qualify outside of the Republic of Ireland are assessed for comparability with graduates of Teaching Council accredited programmes of initial teacher education. All primary teachers are registered conditionally with the condition of the Irish Language Requirement.
Should further information be required as to the recognition of specific teaching experience for the purposes of registration, it is recommended that the Teaching Council be contacted directly as they are the responsible body under Statute for the purposes of registration.
212. Deputy Michael Lowry asked the Minister for Education if she will provide assistance to a school in Tipperary regarding the ongoing issue pertaining to their accommodation needs for an additional ASD classroom; if she is aware that the delay in providing this additional accommodation has resulted in a number of children being denied an ASD place for September 2024 (details supplied); what steps are being considered to address the issues highlighted; and if she will make a statement on the matter. [20613/24]
View answerI can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my department's Additional School Accommodation Scheme for one modular 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 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 2024/25 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.
390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 14 are in Tipperary, 5 at primary level and 9 at post-primary level. This brings to 120 the number of special classes in County Tipperary, 76 at primary level and 44 at post-primary level.
Planning for special classes and special school places in County Tipperary and nationwide is currently underway ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.
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. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
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. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.
The NCSE regional team has confirmed the requirement for a class at the school and my department is now progressing a modular accommodation solution for the school. An interim solution has been put in place by the school pending the delivery of this modular accommodation.
213. Deputy Marian Harkin asked the Minister for Education if she will ensure the provision of an assisted technology device for a person (details supplied); if the case will be reviewed as a matter of urgency; and if she will make a statement on the matter. [20660/24]
View answerUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student.
It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: www.gov.ie/en/service/237c68-assistive-technology-grant/. Any such appeal will be dealt with as a priority by my Department. Separately, where an appeal has been unsuccessful, but new information becomes available, it is open to the school to submit a new application to the SENO for consideration.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
While the qualifying criteria for Assistive Technology support are set out in the Department’s Circular 0010/2013, the Report of the Special Education Review Committee - also known as the SERC Report - and the Department’s Circular 08/02 provide the basis on which the Department sets the criteria for special education supports for children with special educational needs.
Circular 08/02 has been superseded by more recent circulars with regard to the allocation of Special Education Teaching support, but the criteria in relation to the categorisation of pupils with a Specific Learning Disability, contained in Appendix II, remain unchanged, and are as follows:
“Such children have been assessed by a psychologist as:
Being of average intelligence or higher; and
Having a degree of learning disability specific to basic skills in reading, writing or mathematics which places them at or below the 2nd percentile on suitable, standardised, norm-referenced tests.
Children who do not meet these criteria and, who in the opinion of the psychologist, have a specific learning disability are more properly the responsibility of the remedial teacher and/or the class teacher.”
All schools have the names and contact details of their local SENO. Parents are encouraged to contact their local SENO directly to discuss their child's special educational needs, using the contact details available on ncse.ie/seno-contact-information.
214. Deputy Ciarán Cannon asked the Minister for Education if she is satisfied that sufficient secondary school places are in place in Athenry for this September’s student intake; and if she will make a statement on the matter. [20684/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in Athenry.
As part of planning for September 2024, data on applications for admission has been received by the Department from post-primary schools across areas of enrolment pressure, including Athenry and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. However, there is an identified requirement for additional first year places in the Athenry School Planning Area and the Department has been liaising with schools and patrons in this respect, with a view to advancing a solution as soon as possible.
The Deputy will appreciate that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted. In that context, while some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in Athenry and surrounding School Planning Areas for the 2024/25 school year and into the future.
215. Deputy Bernard J. Durkan asked the Minister for Education if she might authorise the use of a safer pedestrian entrance at a school (details supplied); and if she will make a statement on the matter. [20692/24]
View answerI wish to advise the Deputy that the issue of road safety measures outside the vested site areas of schools on public roads, such as road crossings, road signage, traffic calming measures etc., is a matter , for the relevant Local Authority. Local Authorities have the power to decide on road safety measures outside schools to ensure that measures are in place to protect the safety of local school children. My Department has no function in this matter.
In general, individual school authorities are responsible, in the first instance, for ensuring the safety and welfare of children and others in their care. My Department will examine existing traffic management and safety at a school grounds where we are looking a wider building project or as part of a planning application for an extension at a school. It is also open for a school authority to look for funding to improve traffic safety on school grounds through applying under a future summer works scheme.
216. Deputy Catherine Connolly asked the Minister for Education the reason no regulatory impact assessment was conducted in respect of the Survivors of Institutional Abuse Bill 2024; her plans to complete and publish an RIA in advance of Committee Stage of the Bill; and if she will make a statement on the matter. [20712/24]
View answerA Regulatory Impact Analysis was not undertaken in respect of the Supports for Survivors of Residential Institutional Abuse Bill 2024 because no significant impacts on the existing regulatory framework were identified in advance of, or during, the preparation of the Bill.
217. Deputy Catherine Connolly asked the Minister for Education the additional benefits over those of the 'ordinary medical card' that accrue if a person is in possession of an 'enhanced medical card', as proposed by the Survivors of Institutional Abuse Bill 2024; and if she will make a statement on the matter. [20713/24]
View answerAs the Deputy is aware, the Supports for Survivors of Residential Institutional Abuse Bill 2024 provides for the delivery of a range of health supports and services to survivors of abuse in residential institutions. This is the same package of supports as that which has been provided to survivors of the Magdalen Laundries under the Redress for Women Resident in Certain Institutions Act 2015 and which is currently being extended under the Mother and Baby Institutions Payment Scheme.
This ensures the provision, without charge or means test, of the following primary and community health services for those eligible:
• GP services;
• prescribed drugs, medicines, aids and appliances;
• dental, ophthalmic and aural services;
• home nursing;
• home support;
• counselling;
• chiropody/podiatry; and
• physiotherapy.
It therefore provides a statutory entitlement to a broader range of services than under the standard medical card, e.g. physiotherapy and chiropody/podiatry. In addition, those eligible for the package do not have to pay prescription charges, have access to an enhanced range of dental services and can attend a GP of choice, once that GP is registered.
218. Deputy Catherine Connolly asked the Minister for Education the analysis undertaken to establish the number of survivors who may be entitled to an enhanced medical card pursuant to the Survivors of Institutional Abuse Bill 2024 already in possession of a medical card; and if she will make a statement on the matter. [20714/24]
View answerThe Bill provides that enhanced medical cards will be made available to survivors who received an award of redress from the Residential Institutions Redress Board, or a similar court award or settlement. As the Deputy will be aware, the Redress Board operated on a confidential basis and therefore my Department does not have detailed information or data relating to those who will be eligible for the enhanced medical card.
However, a study undertaken on behalf of Caranua in 2015 found that more than half of survivors were living in the most disadvantaged 20% of areas in Ireland. For that reason, it is assumed that, in general, the proportion of survivors who hold a medical card is higher than that for the population as a whole. The Department’s working estimate is that 60% of survivors aged 45-64, 70% of survivors aged 65-69, and 95% of survivors aged over 70 hold a medical card.
