Aodhán Ó Ríordáin (Dublin Bay North, Labour)
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1023. To ask the Minister for Education and Skills if a school (details supplied) was promised an additional 50 hours in 2019; if the school has been delivered the hours it was promised; if the number of hours currently available to the school are adequate for the SEN needs of the school; and if she will make a statement on the matter. [19323/21]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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A new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.

The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available level of special educational needs teachers across the school system, based on the relative need of each school, as evidenced by a number of key indicators. This includes:

- a baseline allocation for each school, based on school enrolments

- the number of pupils with complex needs enrolled to the school (number of pupils accessing HSE disability services)

- the extent of learning needs a school has, as evidenced by standardised test data,

- an allocation to take account of the social context of the school, including disadvantage and gender.

The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.

The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools

Allocations are also provided for new schools which open each year.

As the model is designed to distribute the total available resources across the school system based on profiled need, some schools are intended to gain under this distribution, with these gains counterbalanced by equivalent reductions in schools where the model indicates less need at each review stage.

When the model was updated with effect from September 2019, a graduated adjustment was applied which meant that a portion of the total adjustments which the re-profiled model would have provided for, was applied to schools. Gains and losses which would have occurred were capped.

For schools which would have gained or lost over 10 special education teaching hours, these gains and losses were capped at 20% of the adjustment which would otherwise have occurred.

The allocation for the school referred to by the Deputy was made on this basis, with additional allocation being made in accordance with the reallocation criteria which was applicable at that time. The school has therefore received its correct allocation, based on this criteria.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.

For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.

This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.

Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.

No school will receive a reduction to their current allocation.

Importantly, additional allocations will also continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.

If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the NCSE. Details of this review process are available at

Róisín Shortall (Dublin North West, Social Democrats)
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1024. To ask the Minister for Education and Skills if assistance can be provided for a child (details supplied) who needs a place in a special school; and if she will make a statement on the matter. [19329/21]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.

This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs.As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.

Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally to meet identified need. This process is ongoing.

Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area referenced, where increases in population and other issues have led to concerns regarding a shortage of school places.

I can assure the Deputy that NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.

My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.

In circumstances, where no placement is available for a child with special educational needs, the Department can provide Home Tuition grant funding towards the provision of 20 hours home tuition per week as an interim measure until the NCSE confirms that a placement is available.

I can confirm that in the specific case referenced by the Deputy, 20 hours Home Tuition per week has been approved.

I understand that the local SENO is engaging with, and remains available to support the family in finding a suitable placement.