Cian O'Callaghan (Dublin Bay North, Social Democrats)
Link to this: Individually | In context | Oireachtas source

179. To ask the Minister for Education and Skills if she will reconsider the implementation of Circular 0002/2024, given the serious concerns around the reduction in SET hours for students and the removal of children with complex needs as a criterion; and if she will make a statement on the matter. [17096/24]

Hildegarde Naughton (Galway West, Fine Gael)
Link to this: Individually | In context | Oireachtas source

I want to thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the Special Education Teacher Allocations for mainstream schools which issued on the 6th February.

At the outset, I would like to clarify complex needs have not been removed – the data which was used since 2017 from the children's disability network team (CDNT) and which is no longer routinely available is being replaced by high quality, verifiable education data.

To ensure that schools and pupils are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.

Children with complex needs are supported in the model by now using school-level data from standardised tests in order to reflect relative levels of overall needed.

In the review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model.

The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.

There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class sizes at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs. In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.

There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.

The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools. Our policy relating to supporting all of our children in our schools based on their level of need remains.

The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.

Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.

The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.

It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.

Paul McAuliffe (Dublin North West, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

180. To ask the Minister for Education and Skills to provide an update on the new ASD classes for a school (details supplied). [17100/24]

Hildegarde Naughton (Galway West, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My 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.

Any school, who expresses an interest in opening a special class is to be commended. However, for the 2024/25 school year, it may not be possible or appropriate to open new special classes in every school who expresses an interest or who has expressed a prior interest in opening a new class. In addition, some classes may not be needed for the coming school year but can remain an option if need arises in later years.

In general, demographics are falling at primary level and this trend is due to continue. Therefore the Department of Education in conjunction with the NCSE considers it prudent to maximise the use of existing spare accommodation capacity in national schools within a general area in the first instance.

This consideration is prior to the establishment of any additional special class that may require additional accommodation e.g. modular accommodation.

This approach can enable a special class to be established more quickly for the coming academic year as it is not bound by the provision of additional accommodation. This then means that the educational needs of children who require a specialist placement can be met at more easily. It may also allow for the earlier re-configuration of existing accommodation to occur in a more streamlined and efficient manner.

This overall approach is consistent with the department’s commitment to supporting the educational needs of children who require specialist placements while at the same time meeting the requirements of the Government’s Infrastructure Guidelines.

Schools’ support for the establishment of special classes is most welcome. Where additional accommodation is indicated as being required, an analysis of both student demand and available accommodation in an area is required. In this regard, my department is working very closely with the NCSE to ensure that this required analysis is thoroughly explored with a view to providing the most immediate and cost effective accommodation solutions for the establishment of new special classes for the 2024/25 school year.

In some instances this analysis is complete and the appropriate accommodation solutions are being advanced. In the remaining cases, the outcome of the analysis is nearing completion and schools will be advised accordingly. Local special educational needs officers (SENOs) continue to engage with schools regarding the position and timing of the establishment of previously sanctioned new class.

The department and the NCSE are currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools ahead of the 2024/25 school year. The locations of new classes for the 2024/25 school year 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. Local special educational needs organisers (SENOs) are available to assist and advise the 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

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.

Hildegarde Naughton (Galway West, Fine Gael)
Link to this: Individually | In context | Oireachtas source

I would like to thank the deputy for question raised.

Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.

The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.

The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.

The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs.

I would like to advise the Deputy that Scoil Naomh Seosaimh, Ballymitty, Co. Wexford were advised when the SET Allocation Model was applied that their school educational profile warranted an increase in their allocation of Special Education Teaching hours for the 2024/25 school year to 67.5 SET hours per week. This is an increase of 12.5% on their present allocation.

The National Council for Special Education (NCSE) has responsibility for planning and coordinating school supports for children with special educational needs including SET reviews.

As the SET review process is managed by the NCSE, I am referring your queries on the review process to them for their direct reply.