Colm Burke (Cork North Central, Fine Gael)
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121. To ask the Minister for Education and Skills the action her Department is taking to assist a school (details supplied); and if she will make a statement on the matter. [26607/24]

Norma Foley (Kerry, Fianna Fail)
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The school under reference in Fermoy was established in 2018 under the patronage divestment process.

Prior to the establishment of the new school in 2018 under the patronage divesting process, the Department and Educate Together, as school patron, agreed that given the accommodation available at the property and the need to accommodate some Further Education and Training services from the property, the school would be established as a four-classroom school and that the school would maintain this configuration in the accommodation in the former Technical School unless an existing school building was freed up for use in the area.

As part of this engagement, the Department outlined to the school patron the importance of enrolments being managed within the available accommodation in a sustainable way and that this would be communicated to the school Board of Management so that parents could be fully informed and in order to manage expectations. However, the school has taken the decision to accept a significant increase in enrolments from 52 in the 2022/2023 school year to 85 in the 2023/2024 school year.

Officials in the Department of Education have been engaging with the school patron, Educate Together, in respect of the current and future needs of the school. A technical visit by the Department was undertaken recently, the results of which will be reviewed by the department and discussed with the school's patron.

The Department of Education engages closely with the National Council for Special Education (NCSE) in relation to the forward planning of new special classes and additional special school places. 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 opens a special class is to be commended. For the academic year 24/25, 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. The key factor for prioritisation is to ensure that every child has a school place. In practical terms this means there is a strong emphasis on maximising existing capacity in the school system as much as possible and adding additional capacity as needed. In this regard, the re-purposing of any existing spare classroom accommodation in relevant schools helps to facilitate the early establishment of special classes. The scope to achieve this is more common at primary level where national demographics have peaked and are reducing significantly over the short to medium term (albeit local and regional demographic pressures continue with housing rollout). There are less opportunities for utilising spare classroom accommodation at post-primary level given the continued upward position on overall demographics combined with the need to significantly scale up provision of special classes to an average of 4 special classes in each post-primary school.

The Department’s Modular Accommodation Programme is an important mechanism for facilitating accelerated delivery of necessary additional capacity – including in relation to special classes. However, as part of maximising existing capacity and managing within budgetary parameters this is targeted at schools where there is no existing capacity in the general area to facilitate the establishment of urgently required special classes.

The Department works closely with the NCSE to ensure there is good coordination and alignment so that existing capacity is maximised as much as possible in relation to the establishment of new special classes.

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, the 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. Your local SENO will continue to engage with you regarding the position and timing of the establishment of your previously sanctioned new class.

The role of my Department is to ensure that all schools in an area can, between them, cater to school place requirements in that area. The broader position in the Fermoy School Planning Area is that demographics at primary level are declining and will steadily decrease for the foreseeable future.

Danny Healy-Rae (Kerry, Independent)
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122. To ask the Minister for Education and Skills for an update on a matter (details supplied); and if she will make a statement on the matter. [26609/24]

Hildegarde Naughton (Galway West, Fine Gael)
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Details of the 2024 Summer Programme were published on the 21^st March 2024. This builds on the successful summer programmes of the last three years. The full funding of €40m is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children.

All schools have an opportunity to run a programme over the summer months for those children who need it the most so that these children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.

The main priority again in 2024 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.

The Home-based programme is also available for pupils with complex special educational needs in circumstances where their school is not running a Summer Programme or a place on a school-based programme is unavailable. Details of the Home-based programme, including full details on the eligibility criteria, were issued to schools directly on the 29^th May 2024 and has been published on .

It is a matter for individual schools to assess whether a child meets the eligibility criteria as set out in the terms and conditions of the school or home-based provision being applied for. If the school determines that the child does not meet the eligibility criteria, there are no alternative ways in which parent can access the Summer Programme.

A Department helpline is available for schools and parents at 090 648 4292 to address any specific queries regarding year’s Summer Programme. Queries concerning the school-based scheme can be directed to the . Queries concerning the Home-based scheme can be directed to the .

The Department encourages parents and school authorities to engage locally regarding pupils' education. Parents may also contact their local SENO directly to discuss their child's present or future educational needs, using the contact details available on .