Hildegarde Naughton (Galway West, Fine Gael) | Oireachtas source

I thank the Deputy. He mentioned the EPSEN Act. There was a huge amount of feedback on the review I mentioned with 28,000 submissions. We hope to finalise that before the end of the year. We are currently bringing all of the consultation material together so that will be finalised by the end of the year.

The Deputy also mentioned the Joint Committee on Autism report. I attended the presentation in the audiovisual room last week along with Deputy Tully and Senator Carrigy. The Department has been talking to the Department of children for more than a year regarding an autism innovation strategy. There are a number of education actions as so we will finalise that as well.

As I outlined in the AV room, I wish to continue engaging with the autism committee. The work it is doing is critical and will feed into my work and my area of policy.

This matter also relates to one of the questions on special classes, buildings, forward planning and having foresight of what is coming down the track. The NCSE works with schools and the Department of Education on forward planning in this area. We needed to buff up the NCSE’s resources. That work has been under way for the past year or two. We are increasing its staff by 50% and they will be on the ground engaging with schools and forward planning. Schools have much of the information on incoming pupils in the year ahead that they need in order to plan for school buildings and special classes. For example, the number of SENOs will increase from 73 to 120. Those SENOs are being hired and trained at the moment. I hear from the NCSE that a high calibre of SENO is coming on stream. I have weekly engagements with the NCSE. Currently, those engagements are on school places for the upcoming school year, but with its extra resources, the NCSE will now be better equipped to engage in forward planning more effectively.

Assessments of need were raised at the Cabinet committee. I am loath to say it, as we are not meant to be working in silos and we have the Cabinet committee because we are all meant to be working on this together, but assessments are a matter for the HSE. Discussions are happening at committee level on assessments of need and how to improve them and ensure children can access them. This also relates to the Disability Act.

I was asked about the revised transition year programme. The Minister stated that a revised transition year programme would be developed. It will help to ensure the delivery of a valuable transition year experience for students across all schools participating in the programme. This will include the provision of professional support to teachers and schools through continuous professional development. The revised transition year programme statement was approved by the NCCA when it met last week and will now be submitted to the Minister for consideration. Officials from my Department met officials from the Ombudsman for Children’s office in recent months regarding a small number of complaints that were referenced in the Ombudsman’s report. The Department noted that the operation of transition year, TY, was a matter for the schools concerned, but it was indicated to the Ombudsman’s office that the publication and introduction of the programme statement would be supported by engagement with schools in the coming year, including the provision of clear and accessible information to students and parents to support participation in TY. It is important to note that 80% of students avail of transition year, but issues can always arise. Almost 59,000 students availed of transition year in the 2023-24 school year. All schools will have the opportunity to audit their current TY offerings and revise those where necessary in line with the programme statement as part of the latest senior cycle redevelopment information note, which was sent out to schools last week.

I was asked about school transport. That is in the Minister for Education's area, but I know from my visits to special schools that arranging transport for special schools can be onerous. Organising buses for special schools is a big logistical operation for school managements. From my consultation and engagement across the country, I am aware of the school transport issue. Perhaps it is one I can try to assist with in some shape or form. I do not know yet what that assistance would be, but transporting children with additional needs from different locations is onerous for a school. I have taken this consideration on board, so my door is open to any feedback members of the committee have.