Bernard Durkan (Kildare North, Fine Gael)
Link to this: Individually | In context

Question 312: To ask the Minister for Education and Science if she has fully examined and assessed the educational needs at primary and secondary level including special needs in the Kill, Naas and Sallins areas of County Kildare, with particular reference to existing and future requirements and keeping in mind the existing and proposed development in the area; if children at all levels can expect a school place; and if she will make a statement on the matter. [6022/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I am aware that the areas to which the Deputy refers, like many areas located within close proximity to Dublin, continue to experience population growth, a position that almost inevitably places some strain on existing educational provision. I am pleased to inform the Deputy that a range of significant measures has been undertaken by my Department to address the current and future need for pupil places in the areas in question. While the information sought is not readily available in the format requested by the Deputy, the following is an outline of the measures undertaken by my Department to ensure that there are adequate places available in these areas to meet demand.

In the Naas locality, at primary level, an entire new school has been provided at Killashee while temporary accommodation has been provided at Scoil Corbain, St. Conleth's and St. Mary's national schools and St. Conleth's Naofa. Temporary accommodation has also been approved at Caragh national school, Gaelscoil Nás na Ríogh and Scoil Naomh Brighde.

A brand new state of the art, 16 classroom school, together with a double autistic unit, was also opened last September in Naas town. This project, in particular, will assist in easing any difficulties for primary pupil places that may exist in Naas. A brand new state of the art, 16 classroom school is planned for Gaelscoil Nás na Ríogh. This project has been approved to commence architectural planning this year. Additionally, there are proposals to improve accommodation at St. David's national school and Two Mile House national school. The long-term accommodation needs of the national schools at Ballycane, Caragh and the Convent of Mercy are also currently being assessed.

At post-primary level, the management authority of St. Patrick's post-primary school, County Kildare VEC, is currently progressing plans to relocate the school and extend capacity to 1,000 pupil places. Additionally, an extension project is under construction at St. Mary's College, which will increase capacity at the school to 900 pupils. A similar extension is under construction at Meánscoil Iognáid Rís and further accommodation needs at the school are currently in planning.

At Sallins national school, a seven classroom extension is under construction. When completed, this extension will increase capacity from nine to 16 classrooms. An extension to bring the school up to 24 classrooms commenced architectural planning this year.

In relation to Clane, in 2004, St. Patrick's boys' school was given capital funding which enabled the school to build two mainstream classrooms and three resource rooms. The school authority recently applied for further additional accommodation. At post-primary level, Clane community school has applied for additional accommodation. Both applications are currently being assessed in the school planning section of my Department.

Regarding provision for pupils with special educational needs, SEN, my Department's policy is to ensure the maximum possible integration of children with such needs into ordinary mainstream schools. Where mainstream provision is not appropriate, children can be catered for in special schools which are dedicated to particular disability groups. There are 107 special schools in the country at present. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil teacher ratio and other staffing supports. Additional special needs assistant, SNA, support is provided if deemed necessary. Special schools also receive increased rates of capitation funding.

Children with SEN can also attend special classes attached to ordinary mainstream schools. All special classes enjoy the same increased levels of staffing and funding as are made available to the special schools. Children with SEN attending special classes attached to ordinary schools may also, where appropriate, be integrated into ordinary classes for periods of the school day.

A general allocation scheme has been introduced under which mainstream primary schools have been provided with resource teaching hours, based on enrolment figures, to cater for children with high incidence SEN such as dyslexia and those with learning support needs. All schools were notified of their general allocation for the 2005-06 school year last May.

The Deputy will be aware that the National Council for Special Education, NCSE, through the local special educational needs organiser, SENO, is responsible for processing applications from schools for special needs supports such as resource teaching hours and special needs assistant, SNA, support for children with low-incidence SEN, on the basis of applications in respect of individual pupils. Once a school has been advised of its general allocation and the SENO has allocated hours and SNA support if appropriate in respect of pupils with low-incidence SEN, it is a matter for the school authority to recruit the relevant staff.

There has been enormous progress made over the past number of years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with SEN. At primary level there are now approximately 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998. Indeed, one out of every five primary school teachers is now working specifically with children with special needs.

At second level, approximately 1,637 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to the approximately 200 teachers who were in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers in our second level schools.

The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and-or SNA support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil-teacher ratios. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

Enormous progress has also been made in increasing the number of SNAs in our schools who specifically cater for the care needs of children with special educational needs. There are over 7,200 whole time equivalent SNAs in primary and second level schools supporting children with special needs.

All of these initiatives represent huge capital and human resource investment and demonstrate my commitment to meeting the needs of the areas concerned. The school planning section of my Department will keep the position under review to ensure that any additional emerging needs are met as expeditiously as possible.