Written Answers Nos. 192-216
192. Deputy Pearse Doherty asked the Minister for Education and Skills the reason a school (details supplied) in County Donegal had its DEIS status withdrawn some years ago; the reason the school has not been included as part of the recently expanded programme; if consideration will be given to including the school in DEIS; and if he will make a statement on the matter. [8374/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at
http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
The school to which the Deputy refers was in receipt of supports under historical disadvantaged schemes which were in place prior to the introduction of DEIS in 2005. At that time, this school was among a number of schools that was judged not to have a sufficient level of disadvantage to warrant inclusion in DEIS.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
193. Deputy Charlie McConalogue asked the Minister for Education and Skills the full details of assessment relating to the DEIS criteria regarding a school (details supplied); the reason the school missed out on qualifying for DEIS status; if an appeal system will be put in place in order that the school's situation can be reconsidered; and if he will make a statement on the matter. [8377/17]
View answerDEIS is my Department‘s main policy initiative to tackle educational disadvantage. The DEIS Plan 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at
http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
194. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will examine a request for funding by a school (details supplied); and if he will make a statement on the matter. [8384/17]
View answerA significant devolved grant was approved for the school referred to by the Deputy in November 2015 to provide additional classroom accommodation to meet increasing enrolments and to replace existing temporary accommodation. In November last my Department was advised that the school wished to incorporate in the project brief some further additional accommodation. The school indicated that the additional cost of this accommodation would be borne by the school. On that basis my Department agreed to the school’s request and also agreed that the school authority could proceed to tender.
In January last, following the tender process the school authority contacted my Department seeking increased funding to meet the cost of the further additional accommodation and also in respect of abnormal costs arising. In accordance with the agreement reached the school were advised that the costs of the additional accommodation were a matter for the school; further clarity is being sought from the school in respect of the abnormal costs.
The Deputy will appreciate that my Department must prioritise the provision of essential classroom accommodation in the context of the number of funding applications received from schools. In that regard it is necessary that schools adhere to the terms of the funding approval.
195. Deputy Thomas Byrne asked the Minister for Education and Skills the extra provision available for students already enrolled who now present with a specific diagnosis from this point forward with regard to the new model allocation for resource teacher hours; and if this provision must come out of the school's existing allocation. [8388/17]
View answer196. Deputy Thomas Byrne asked the Minister for Education and Skills the extra provision available for students who will start school from September 2017 with a specific diagnosis either in junior infants or transferring from another school with regard to the new model allocation for resource teacher hours. [8389/17]
View answerI propose to take Questions Nos. 195 and 196 together.
On 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
It will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
Under the new allocation model schools will be provided with total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
Schools will be frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as school will now receive a single allocation for all of their special education teaching needs, based on their school size and profile. This includes provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The model will, however, allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, established under the National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
197. Deputy Thomas Byrne asked the Minister for Education and Skills the detail of the criteria for admission of schools to DEIS. [8390/17]
View answer198. Deputy Thomas Byrne asked the Minister for Education and Skills if schools that do not qualify for the scheme will be removed from DEIS. [8391/17]
View answer199. Deputy Thomas Byrne asked the Minister for Education and Skills if the admission criteria to DEIS have been finalised; and if not, when they will be. [8392/17]
View answerI propose to take Questions Nos. 197 to 199, inclusive, together.
A key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources for this process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Admission to the DEIS School Support Programme is based on these criteria. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at
http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
This data will be updated annually to reflect new information provided by schools via POD and PPOD, and 5-yearly to reflect new Census information. Further refinement of the model will take place on an ongoing basis to improve the accuracy of the data - for instance, schools will be encouraged to use Eircodes in data supplied to the DES school databases.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools in the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage. Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
As noted in the DEIS Plan 2017, a further programme of work will take place over the course of the 2017/18 school year to create a more dynamic resource allocation model to more closely match resources with identified educational needs in individual schools.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
200. Deputy Joan Burton asked the Minister for Education and Skills if he will grant full funding to a school (details supplied) as applied for under the summer works scheme 2017; and if he will make a statement on the matter. [8406/17]
View answerThe Deputy will be aware that the school to which she refers was approved funding for an electrical upgrade under my Department's Summer Works Scheme 2016.
Further information from the school to support a request for additional funding for the project was recently received. This is being assessed and a decision will issue directly to the school authority when this assessment has been completed.
201. Deputy Dara Calleary asked the Minister for Education and Skills the exact criteria used by his Department in determining the eligibility of additional schools to be added to the DEIS scheme; if eligibility is determined under certain and specific headings; and if he will make a statement on the matter. [8484/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources for this process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Admission to the DEIS School Support Programme is based on these criteria. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at-
http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
This data will be updated annually to reflect new information provided by schools via POD and PPOD, and 5-yearly to reflect new Census information. Further refinement of the model will take place on an ongoing basis to improve the accuracy of the data - for instance, schools will be encouraged to use Eircodes in data supplied to the DES school databases.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools in the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage. Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
As noted in the DEIS Plan 2017, a further programme of work will take place over the course of the 2017/18 school year to create a more dynamic resource allocation model where to more closely match resources with identified educational needs in individual schools.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
202. Deputy John Brassil asked the Minister for Education and Skills the progress that has been made on the acquisition of a suitable location for the shared payroll service centre for the education training boards in Dublin; the cost of acquiring a suitable location; and if he will make a statement on the matter. [8488/17]
View answerMy Department has identified a suitable location and the Office of Public Works (OPW) is currently in negotiations to secure the lease. As the lease is currently under negotiation the deputy will understand that it would not be appropriate for me to comment at this stage on the cost of acquiring the location.
203. Deputy John Brassil asked the Minister for Education and Skills the progress that has been made in the resourcing of suitable staff to work in the shared payroll service centre for all education training boards in Dublin; the number of these staff who are existing public servants; the number of new recruits who will have to be employed; and if he will make a statement on the matter. [8489/17]
View answerThe first appointment to the shared payroll service centre, the Head of Payroll Shared Services, has been made. The appointee is an existing public servant and their initial role will centre around the recruitment and training of staff for the payroll shared services centre. The payroll shared services centre will be actively recruiting as many staff as possible from within the public service. The outcome of this process will drive the number of new recruits required.
204. Deputy Thomas Byrne asked the Minister for Education and Skills if he will be putting in place an independent review mechanism, as was put in place after the initial assessment for DEIS in 2006, to address the concerns of schools that did not qualify for inclusion in DEIS but regarded themselves as having a level of disadvantage which was of a scale sufficient to warrant their inclusion in the programme; and if not, the reason. [8496/17]
View answerThe new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
A key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at
http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
205. Deputy Thomas Byrne asked the Minister for Education and Skills the role of the Educational Research Centre in the DEIS status assessment process; and the reason its involvement in the assessment process was minimised, in view of this organisation's previous involvement and experience in DEIS. [8497/17]
View answerThe Educational Research Centre(ERC) was founded in 1966 and was established as a body corporate under Section 54 of the Education Act 1998 in 2015. The main responsibilities of the ERC are to:
1. Conduct independent research on all aspects of education and at all levels of the education system including research that will inform policy making and the improvement of educational standards, and
2. Provide an assessment support service to schools and centres for education.
As a member of the DEIS Review Technical Group the ERC played an instrumental role in the development of a new assessment process for the identification of schools in terms of educational disadvantage. The ERC was invited to participate in the Group on the basis of its experience of the current DEIS programme, having developed the 2005 identification process, conducted the longitudinal evaluation of the impact of the implementation of DEIS, and for its expertise generally on matters relating to educational disadvantage.
In the course of the DEIS Review process, the ERC conducted studies and exploratory analyses to assist the Group in its consideration of the various options available to improve on the methodologies for identification used in 2005, and to inform future policy on identification and assessment.
The ERC, will continue to play a leading role in the implementation of the new DEIS Programme. This will include its membership of a high level Group which will oversee implementation of the DEIS Plan, and a DEIS Technical Forum to carry forward the work of the Technical Group by way of a further programme of work to ensure currency of data sources and development of a more dynamic resource allocation model where levels of resources more accurately follow identified levels of need.
206. Deputy Thomas Byrne asked the Minister for Education and Skills if he will address concerns of some schools over the new resource and learning support teaching hours allocation model, in particular concerns that the NCSE will not review allocation of support teachers until 2019; and the position with regard to schools that require an increase in hours due to having additional pupils requiring SEN support while it is acknowledged that schools will not lose resource teaching hours. [8498/17]
View answerOn 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
It will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
Under the new allocation model schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
Schools will be frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as school will now a single allocation for all of their special education teaching needs, based on their school size and profile.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that allocations made to school will be sufficient to meet both current and future needs as they arise until the next review.
Currently most schools' educational profiles remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile.
The model will provide, from this year, additional resources to schools where it is expected that there will be additional needs. In protecting resources in schools where the profiles indicate that the levels of need are lower than are currently provided for some additional capacity is also provided for in those school. Accordingly, all schools should have the capacity to meet the needs of additional children enrolling in the school in the following school year without the need for additional or new resources.
The model will, however, allow for some additional provision for very exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, being established under the National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
The Deputy will also be aware that my Department implemented a pilot of the proposed new Resource Teacher allocation model over the course of the 2015/2016 school year.
A review of this pilot has been completed and has been published on my Departments website www.education.ie.
The review has indicated that the new model has been positively received by schools and parents.
Schools indicated that they welcomed the increased flexibility and autonomy provided by the model to allocate resources based on need. Most schools believe the model allows more scope for team teaching, targeted interventions, mix of in-class and group work, with less focus on withdrawal and one to one teaching. Schools welcome the move away from the unnecessary labelling of children in order to secure resources. Schools also welcomed that they no longer need to wait for diagnosis and that this facilitates intervention at an earlier stage based on the schools identification of need.
In addition schools indicated a belief that they were broadly well supported in meeting the needs of children with Special Educational Needs.
207. Deputy Thomas Byrne asked the Minister for Education and Skills if he will address concerns of school principals that they have not been given enough information on the way the allocations of resource and learning support teaching will be allocated for the 2017-18 school term; and if he will further address concerns that schools which experience a rise in identified special needs in 2017-18 will have to consequently reduce current pupils' contact time in order that new special needs pupils can be supported. [8499/17]
View answerOn 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
I wish to advise the Deputy that a new Circular will be issued to schools in the coming weeks which will provide details for schools as to the way in which allocations of resource and learning support teaching will be allocated for the 2017/2018 school term. Details of the allocations for each school will also be provided to schools.
Schools will also be provided with Guidance on how to manage and deploy their resources under the new allocation model, in order to ensure that they can provide additional teaching support for all pupils who need support in their school, taking into account their individual learning needs.
In addition my officials and officials from the National Council for Special Education have engaged extensively with school management bodies, teacher and parent representative bodies and school principals to provide information on the model and how it will apply within all schools from September 2017. Over the coming weeks my officials will host a number of regional seminars which will provide information directly to principals and school leaders on the new model and on the guidance materials which will be made available.
The Deputy will also be aware that my Department implemented a pilot of the proposed new Resource Teacher allocation model over the course of the 2015/2016 school year.
A review of this pilot has been completed and has been published on my Departments website www.education.ie.
The review has indicated that the new model has been positively received by schools and parents.
Schools indicated that they welcomed the increased flexibility and autonomy provided by the model to allocate resources based on need. Most schools believe the model allows more scope for team teaching, targeted interventions, mix of in-class and group work, with less focus on withdrawal and one to one teaching. Schools welcome the move away from the unnecessary labelling of children in order to secure resources. Schools also welcomed that they no longer need to wait for diagnosis and that this facilitates intervention at an earlier stage based on the schools identification of need.
In addition schools indicated a belief that they were broadly well supported in meeting the needs of children with Special Educational Needs.
208. Deputy Thomas Byrne asked the Minister for Education and Skills if he will address concerns that the NCSE is not accepting applications from schools for SEN supports for children with complex needs in 2017; and the way the NCSE expects to be informed in decisions made over resource teaching allocations without information submitted by schools on individual students' complex needs. [8500/17]
View answerOn 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
It will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
Under the new allocation model schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
Schools will be frontloaded with resources, based on each school's profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as school will now a single allocation for all of their special education teaching needs, based on their school size and profile.
Accordingly, the NCSE advised schools that there was no longer a requirement for schools to make applications for special education teaching supports for individula pupils with special education teaching needs, as resources would be provided for schools by the profiled allocation.
For the introduction of the new allocation model, from September 2017, the NCSE ‘Low Incidence’ allocations which had been made for each school during the preceding year 2016/17 school year, have been used to establish the complex needs component of the new allocation model for each school.
A model for the identification of pupils with complex needs in future is being devised by the NCSE, in consultation with the Health Service Executive and National Educational Psychological Services (NEPS). This model will take account of the qualification criteria for the selection of children for access to HSE Children Disability Network Teams.
For the next re profiling of the model, the pupils with newly identified Complex Needs will be included in this revised allocation, less any school leavers included in this category.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria it is expected that allocations made to school will be sufficient to meet both current and future needs as they arise until the next review.
Currently most schools' educational profiles remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile.
The model will provide, from this year, additional resources to schools where it is expected that there will be additional needs. In protecting resources in schools where the profiles indicate that the levels of need are lower than are currently provided for some additional capacity is also provided for in those schools. Accordingly, all schools should have the capacity to meet the needs of additional children enrolling in the school in the following school year without the need for additional or new resources.
The model will, however, allow for some additional provision for very exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, being established under the National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools
209. Deputy Thomas Byrne asked the Minister for Education and Skills if he will address concerns that under the new NCSE allocation model for resource teaching hours, allocations will become reactive to students' needs due to the reliance on standarised tests; if he will further address fears that schools with strong performance on standardised tests might receive a worse allocation even though they have a high number of children with special education needs. [8501/17]
View answerOn 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
The Deputy will be aware that the National Council for Special Education (NCSE) has a statutory role under Section 20 of the Education of Persons with Special Educational Needs (EPSEN) Act 2004 to advise me, as Minister for Education and Skills, in relation to matters relating to the education of children and others with disabilities.
In 2014 the NCSE published a Working Group Report “Delivery for Students with Special Educational Needs - a better and more equitable way” which recommended a new model for allocating resource teaching support to schools, based on the profiled needs of each school, rather than being primarily based on the diagnosed disability of individual children.
It proposed that the allocation of additional teaching supports to schools be in future based on two components:
School educational profile component; and
Baseline component provided to every mainstream school to support inclusion, prevention of learning difficulties and early intervention.
The working group selected three elements on which to establish a school’s educational profile, based on what each element contributes to building this profile:
1. Students with complex special educational needs.
2. Percentages of students performing below a certain threshold on standardised test results
3. Social context of school which includes gender, primary school location and educational disadvantage.
The NCSE working group report considered that standardised test data provides a broad and objective basis to establish differences between schools in levels of relative overall student educational achievement.
The report recommended that standardised test results should be used in building the educational profile of schools, as they link directly to the educational achievement of students in schools.
The use of standardised test scores will ensure that the school’s educational profile includes students with low achievement in literacy and numeracy including those students whose special educational needs affect their learning achievement levels.
The previous generalised allocation model, which was based primarily on school size, did not take account of the learning needs of pupils, or of the profile of pupils in the school.
It was for this reason that the NCSE recommended that a profiled allocation be made for schools, which included consideration of standardised test scores.
In calculating this element of schools’ educational profile an aggregate of primary school standardised test results over 2013/14 and 2014/15 has been used for the first phase of the introduction of the new allocation model.
For future re-profiling of the model, updated data will be used to create an aggregate of the school’s learning support needs, which will ensure that an accurate picture of a school's profile over a period of time is developed.
In order to ensure that schools are not penalised for improving performance generally, no resources provided to schools under the current model will be removed from the school on the introduction of the new model.
The use of standardised test data means that the school profile considers not just the number of pupils in the school, but also the learning needs of those pupils in that school who are performing at a level represented in the bottom 16% of the population, as evidenced by national attainment data.
In this context, schools with strong performance on standardised tests should have no concerns on the impact of this on their profiles. In calculating values for this component, no consideration is given to scores above Standard Ten scores 1 to 4. Effectively, values are only accorded to the 16% of students who would ordinarily fall within, or on the margins of, the learning support needs category.
It should also be noted that the consideration of standardised test data forms only one part of the special educational needs profiled allocation for schools and there will not therefore be an over reliance on standardised test scores.
A new Circular and Guidance will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools
210. Deputy Thomas Byrne asked the Minister for Education and Skills if he will address concerns that under the new NCSE allocation model for resource teaching hours, allocations will be based on socioeconomic background, which is not directly related to assessed conditions such as dyslexia, dyspraxia, ADHD, ASD or speech and language difficulties. [8502/17]
View answerOn 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
The Deputy will be aware that the National Council for Special Education (NCSE) has a statutory role under Section 20 of the Education of Persons with Special Educational Needs (EPSEN) Act 2004 to advise me, as Minister for Education and Skills, in relation to matters relating to the education of children and others with disabilities.
In 2014 the NCSE published a Working Group Report “Delivery for Students with Special Educational Needs – a better and more equitable way” which recommended a new model for allocating resource teaching support to schools, based on the profiled needs of each school, rather than being primarily based on the diagnosed disability of individual children.
It proposed that the allocation of additional teaching supports to schools be in future based on two components:
School educational profile component; and
Baseline component provided to every mainstream school to support inclusion, prevention of learning difficulties and early intervention.
The working group selected three elements on which to establish a school’s educational profile, based on what each element contributes to building this profile:
1. Students with complex special educational needs.
2. Percentages of students performing below a certain threshold on standardised test results
3. Social context of school which includes gender, primary school location and educational disadvantage.
The NCSE Working Group advised that a school's social context can contribute strongly to the level of learning needs that students have in a school.
The Working Group noted that drawing on 'Growing Up in Ireland' data, the Economic and Social Research Institute (ESRI) analysed how the prevalence of special educational needs varies across social class and income groups. They found that the percentage of students reported by teachers to have special educational needs was significantly greater for those in schools serving disadvantaged areas.
On the basis of available research, the Working Group concluded that the use of a school’s social context is valid in the development of a school’s educational profile, as the socioeconomic status of students is linked to the incidence of certain types of special educational needs.
While some areas of special educational needs may be reflected in low test scores, some students with relatively high levels of educational achievement may have emotional and behavioural difficulties.
The profiled allocation for schools therefore contains provision to take account of social context, however, this only forms one portion of the overall allocation.
A new Circular and Guidance will be issued to schools in the coming weeks which will provide details of how the scheme will operate, while details of the allocations for each school will also be provided to schools.
211. Deputy Thomas Byrne asked the Minister for Education and Skills his views on the fact that a number of schools will not meet the minimum of 167 teaching days in 2017; and if he will make a statement on the matter. [8503/17]
View answerUnder Department Circulars, the minimum number of teaching days per school year will be 167. This is a minimum figure which must be adhered to by all schools (and all classes within a school).
I am aware that the ASTI’s continuing action in withdrawing from the Croke Park hours is causing disruption to schools and parents. I am concerned about any loss of tuition time for students due to the ASTI’s action.
The 33 Croke Park hours per year provided by post-primary teachers allow essential activities such as school planning, staff meetings, national in-service provision etc. to take place without reducing class contact/tuition time. Previously, schools were required to close early or for a day or half days to facilitate these activities.
ASTI's withdrawal from the Croke Park hours means that the union has repudiated the Lansdowne Road Agreement and this action has resulted in ASTI members losing out on the protections and benefits of that Agreement. A number of measures are being applied since July 2016 or will be applied to ASTI members in consequence of this repudiation:
- The pay increases for 2012 new entrant teachers that are effective from 1 January 2017 and 1 January 2018 do not apply;
- Increments are frozen until July 2018;
- Missing out on inclusion of the S&S allowance of €1,592 into the pay scale - the first moiety of this due on 1 September 2016 (€796) has not been paid;
- The alleviation of the FEMPI Act pay reductions for higher earners has been withdrawn, meaning a further pay reduction of up to €1,769 per teacher;
- Non-application of the €1,000 increase being paid to public servants on 1 April 2017;
- The Ward Report measures have been withdrawn and the revised sequence for filling posts is not being applied - both of these would enable fixed-term and part-time teachers to gain permanent, full-time jobs more easily and quickly than before;
- Promotion posts announced in Budget 2017 will not be available;
- The additional teacher allocation/ reduction in class contact time from September 2017 for teachers with Junior Cycle classes will not apply;
- No S&S opt-out option;
- No S&S opt-in option;
- Missing out on chance to influence use of Croke Park hours through a review;
- Potential for job losses through compulsory redundancy;
- Withdrawal of enhanced redundancy payment where a teacher is made redundant;
- Potential delay or loss of the pay increase of €1,000 due on 1 September 2017 and the reversal of the pay reductions for higher earners due on 1 April 2017.
212. Deputy Thomas Byrne asked the Minister for Education and Skills the evidence his Department or a body under its aegis has to support the claim made by the NCSE that the current allocation model for resource teaching and learning supports is driving an over-diagnosis and over-labelling of children as having behavioural conditions, such as attention deficit hyperactivity disorder, ADHD, or developmental disorders such as autism spectrum disorder, ASD . [8504/17]
View answerOn 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The basic aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7452 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.5billion, or one fifth of the total education budget, on supports for children with special educational needs.
The Deputy will be aware that the National Council for Special Education (NCSE) has a statutory role under Section 20 of the Education of Persons with Special Educational Needs (EPSEN) Act 2004 to advise me, as Minister for Education and Skills, in relation to matters relating to the education of children and others with disabilities.
In 2014 the NCSE published a Working Group Report “Delivery for Students with Special Educational Needs – a better and more equitable way” which recommended a new model for allocating resource teaching support to schools, based on the profiled needs of each school, rather than being primarily based on the diagnosed disability of individual children. A copy of this report is available on the website www.ncse.ie.
This report found that some children are being diagnosed as having a special educational need for resource allocation purposes, rather than such a diagnosis being required for health or medical reasons.
The report drew on evidence from national and international research which concluded that assessment undertaken purely for diagnosis to satisfy criteria for the allocation of resources may result in the unnecessary or premature labelling of children with a disability, and may not always be in a child’s best interest.
It noted that there are a number of shortcomings to the diagnostic model of categorisation. These include: lower expectation, stigma, issues around reliability and validity of diagnostic categories, over identification of students from certain minority and socio-economic groups, tendency to be input focused with little attention given to outcomes. The literature suggests that the diagnostic model itself has many shortcomings as a way of identifying students for additional resources.
The NCSE recommended the development of a new model for the allocation of additional resource teaching supports for schools, based on the profiled needs of schools, as opposed to being based primarily on assessments of special educational needs for individual children attending the school.
On 18th January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The new allocation model is intended to ensure that schools can be resourced to provide support to all students who need additional help – whether the student has a professional assessment or is on a waiting list for a professional assessment.
Schools will be frontloaded with resources, based on each school's profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours.
Children who need support can have that support provided immediately rather than having to wait for a diagnosis. A child may receive additional teaching support under the new allocation model if the school, using its school based assessment and the NEPS Continuum of Support, identifies that the child has learning needs
213. Deputy Frank O'Rourke asked the Minister for Education and Skills when the letter of intent to the successful contractor for the building of a school (details supplied) will be issued; when the contracts will be signed and building works will commence; the estimated time from commencement of building works to completion of the project; and if he will make a statement on the matter. [8509/17]
View answerI am pleased to inform the Deputy that a comprehensive examination of the Tender Report for the project to which he refers has been completed by my Department’s Professional and Technical staff. Currently, matters are in hand to complete the necessary Financial Robustness element of the tender process and to update the Cost Benefit Analysis Report with the tender figures for the Department of Public Expenditure and Reform. A Letter of Intent to the preferred bidder can issue as soon as these requirements under Public Procurement Procedures have been met and assuming that no issues arise from them.
Construction can begin when the preferred bidder meets the conditions of the Letter of Intent. The contract for the project will have a 24 month duration.
214. Deputy Darragh O'Brien asked the Minister for Education and Skills if his attention has been drawn to the serious lack of primary school places in Swords, County Dublin, where hundreds of children cannot gain access to junior infants; the steps he and his Department are taking to address this situation; and if he will make a statement on the matter. [8536/17]
View answer215. Deputy Darragh O'Brien asked the Minister for Education and Skills if he will provide the necessary school accommodation and resources to meet the additional demand for primary school places in Swords, County Dublin; and if he will make a statement on the matter. [8537/17]
View answerI propose to take Questions Nos. 214 and 215 together.
My Department is currently reviewing the demographic data for the school planning area referred to by the Deputy as part of the overall demographic analyses of all school planning areas nationwide. My Department also has been in direct contact with a number of primary schools in the area in respect of their junior infant capacity. In that regard it is understood that at least one school is undersubscribed and has expressed a willingness to enrol further junior infants in September 2017, if necessary. As the Deputy will appreciate, it is important that school size is monitored and that a balance is preserved among all schools in school planning areas to ensure that one school is not expanding at the expense or the viability of another school.
My Department will continue to monitor the position closely. While the situation may result in some pupils not obtaining a place in the school of their first choice, the Deputy will appreciate that my Department's main responsibility is to ensure that the existing schools can between them cater for the demand for Junior Infant places in September 2017.
216. Deputy Robert Troy asked the Minister for Education and Skills the status regarding progress being made on the following schools (details supplied). [8541/17]
View answerThe Deputy will be aware that building projects for the schools in question are included in my Department’s 6 Year Construction Programme.
In relation to first and second schools referred to by the Deputy, preparatory work has been initiated to advance these projects.
In relation to the third and fourth schools referred to by the Deputy for which the acquisition of a site by my Department is required, this process is also underway.
In relation to the fifth school referred to by the Deputy I can confirm that the Patron is assisting my Department with the identification of a suitable site.
My Department will continue to liaise directly with the school authorities concerned in the context of progressing these projects through the architectural planning process.
