Written Answers Nos. 221-245
221. Deputy Mick Wallace asked the Minister for Education and Skills when his Department will make a decision on whether a new secondary school facility is required for a school (details supplied); the reason the school has been waiting 15 months for such a decision; and if he will make a statement on the matter. [24309/17]
View answerAs the Deputy is aware, a building project for the school to which he refers is included in my Department's 6 Year Construction Programme (2016-2021).
My Department is working closely with officials from Wexford County Council under the Memorandum of Understanding towards the acquisition of a suitable site for the provision of the school in question. When a site has been secured, a building project for the school will be progressed into the architectural planning process.
222. Deputy Alan Kelly asked the Minister for Education and Skills if there is a precedent for children eligible for school transport but who are unable to attend their nearest school due to bullying to allow them to be eligible for the service to the next nearest school; and if not, his plans to implement same. [24324/17]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In general children are eligible for school transport if they satisfy the distance criteria and are attending their nearest school.
Children who are not eligible for school transport may apply for transport on a concessionary basis which is subject to a number of terms and conditions that are detailed in the scheme. There is no provision within the scheme or plans under consideration to allow eligibility for school transport to children in the circumstances outlined by the Deputy.
The Deputy may be aware that under the Education (Welfare) Act 2000, all schools are required to have in place a Code of Behaviour. The Act requires that the code must be prepared in accordance with guidelines issued by the Education Welfare Service (EWS) of the Child and Family Agency. The EWS guidelines make it clear that each school must have policies to prevent or address bullying and harassment and schools must make clear in their code of behaviour that bullying is unacceptable. The guidelines further state that as well as making explicit that bullying is prohibited in the school, and having an anti-bullying policy, the code of behaviour should indicate what action the school will take in relation to alleged breaches of the school's bullying policy.
223. Deputy Alan Kelly asked the Minister for Education and Skills the number of retirements confirmed for a school (details supplied); the number of these retirements that relate to management or non-teaching posts; and the number that relate to teaching posts. [24325/17]
View answer235. Deputy Alan Kelly asked the Minister for Education and Skills the number of retirements confirmed for a school (details supplied) in County Kilkenny; and the number of these retirements that relate to management or non-teacher posts and teaching posts respectively. [24486/17]
View answerI propose to take Questions Nos. 223 and 235 together.
The Department has been informed of the resignation of the Principal and Deputy Principal in the school referred to by the Deputy. These resignations are due to take effect at the end of the current school year.
224. Deputy Niamh Smyth asked the Minister for Education and Skills if his Department has carried out a qualitative analysis of the distinctive contribution arts in education has made to school-based arts education; and if he will make a statement on the matter. [24414/17]
View answer225. Deputy Niamh Smyth asked the Minister for Education and Skills the actions he has taken to develop arts in education practices by professional artists in schools; and if he will make a statement on the matter. [24415/17]
View answer226. Deputy Niamh Smyth asked the Minister for Education and Skills the steps he has taken to increase interventions by the arts world into formal education; and if he will make a statement on the matter. [24416/17]
View answer228. Deputy Niamh Smyth asked the Minister for Education and Skills his plans to implement arts-rich schools; and if he will make a statement on the matter. [24418/17]
View answer229. Deputy Niamh Smyth asked the Minister for Education and Skills the level of engagement his Department has had with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs to implement the recommendations of the Arts in Education Charter; and if he will make a statement on the matter. [24419/17]
View answer230. Deputy Niamh Smyth asked the Minister for Education and Skills the actions his Department has taken to co-operate with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs to fast-track and resource the Arts in Education Charter; and if he will make a statement on the matter. [24420/17]
View answer232. Deputy Niamh Smyth asked the Minister for Education and Skills the funding commitments his Department has made to implement pillar 1 of Creative Ireland; and if he will make a statement on the matter. [24422/17]
View answer233. Deputy Niamh Smyth asked the Minister for Education and Skills the intervention his Department has had with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs regarding the development of local arts in education partnerships in education and training boards; and if he will make a statement on the matter. [24423/17]
View answerI propose to take Questions Nos. 224 to 226, inclusive, 228 to 230, inclusive, 232 and 233 together.
The deputy has tabled a number of interlinked questions which I will respond to collectively.
The 2012 Arts in Education Charter was a landmark development in arts education. The Charter is an initiative of the Department of Education and Skills, the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs, working in association with the Arts Council. Good progress has been made on collaboration and implementation of the Charter objectives to date by my Department and the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs.
The Creative Ireland programme provides a new platform and new opportunities to continue and build on the work done to date with the Charter objectives. Over the course of the programme the Charter and its objectives will be embraced, fast-tracked, and resourced as a core element of the Creative Ireland agenda.
Creative Ireland Programme/Clár Éire Ildánach 2017 - 2022
'Creative Ireland' is the Government’s legacy programme following on from the successful 'Ireland 2016' initiative. It is a five-year programme, from 2017 to 2022, which places creativity at the centre of public policy. Devising an integrated implementation plan for Arts-in-Education is a priority under Pillar 1 of the programme, whose aim is to enable the creative potential of every child to be realised. This includes the objective that by 2022 every child in Ireland will have access to tuition and participation in art, music, drama and coding. The plan – ‘Creative Children’ – is proposed to be launched this Autumn.
Work on the ‘Creative Children’ plan is currently being progressed by my Department in close collaboration with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs and the Arts Council. While detailed planning is continuing it is currently envisaged that the Creative Children plan will comprise three key strands. These connected strands will have overlapping concepts and themes, and it will be important to ensure there is co-operation and synergy across activities. This will ensure that the overarching goal of Pillar 1 can be achieved, providing successful experiences relating to arts, creativity and innovation, for our children and young people, and for our society as a whole.
It is proposed that these 3 strands will be:
1. Creative Schools/Scoileanna Ildánacha - which will see special teams of teachers and artists working together in schools to help make the arts a key part of school life.
2. Professional Development Strategies, for teachers and artists.
3. Further Arts Education Initiatives - under a plan that will encourage, highlight and recognise the non-formal and non-mainstream initiatives in arts education and creativity.
My Department is working closely with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs and the Arts Council in developing the plan for Pillar 1 of the programme. The overall Creative Ireland programme will shortly be considered by Government, following which the issue of programme funding will be progressed through the estimates and budgetary process.
School Policies
The Charter envisaged that schools, in their school policies and plans, should incorporate arts in education opportunities as an important aspect of enriching the curriculum and the wider life of the school. The Charter Implementation Group has the agreement of my Department's Inspectorate to assist schools in this aspect of their school planning and self-evaluation.
Capital Provision
The Department of Education & Skills has agreed that provision for arts-in-education practice and for the wider education agenda will be reflected in the design and equipping of school buildings and the parallel need for the design of new schools and other education buildings to take account of the particular needs – both directly educational and more widely community-based – of the arts, in the context of available resources.
The Artists-Schools Guidelines were first published in 2006. A number of changes have occurred in the arts in education landscape in Ireland since the Guidelines were first published. A significant change arising from the Charter was the launch of the national Arts in Education Portal for the arts in education: www.artsineducation.ie. Given this changing landscape, the Arts Council, on behalf of the Implementation Group of the Arts in Education Charter, has reviewed the Artists-Schools Guidelines to update the guidelines to act as a useful resource for all schools. They are presented as a dynamic resource, integrated with the Arts in Education Portal website www.artsineducation.ie.
Ireland’s first Arts in Education Portal (www.artsineducation.ie), the key national digital recourse for arts in education in Ireland, was launched in May 2015. Already, it is proving to be a great success. The Arts in Education Portal was developed in partnership with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs and is a major resource for schools in the integration of the arts in education.
Professional Artists in Schools
'Exploring Teacher-Artist Partnership as a Model of CPD for Supporting & Enhancing Arts Education in Ireland' is an initiative led by my Department which was first piloted in 2014/2015. Teacher-artist partnerships offer the potential to create exciting opportunities for teachers, artists and children. In the partnership, teachers are afforded the chance to challenge, develop, and potentially transform their practices for the benefit of the children they teach and the school communities in which they work. The initiative is an arts-in-education initiative in which artists, from a range of disciplines, have the opportunity to have input into the domain of formal education through residency opportunities in schools. This initiative will be delivered in Teacher Education Centres commencing 3rd July 2017 as an element of the Creative Ireland programme.
Further to this, a number of artist residencies in primary school teacher education colleges have recently concluded, with further residencies now being advertised. In allowing professional artist participation in initial teacher education, teachers are better equipped to deliver arts education in classrooms. These residencies are funded by the Arts Council.
Local Arts Education Partnership (LAEPs)
An objective of the Arts in Education Charter which, as it evolves, will make a major contribution to rooting arts in education at local and regional level as normative provision, is the Local Arts Education Partnerships (LAEPs). Cavan – Monaghan LAEP has been a very successful pioneer in this arena, but other Education and Training Boards and Local Authorities are also planning initiatives along these lines. The impact of co-operative efforts by the statutory agencies, the local authorities and the ETBs, in conjunction with the regional Teacher Education Centres and other agencies, have the potential to re-shape the landscape of arts in education provision in Ireland to the great benefit of young people throughout the country.
ARÍS – Arts Rich Schools/Creative Schools
The Charter outlined that a national scheme, which would give expression to the Charter's commitment in respect of school policies and plans for 'enriching the curriculum and the wider life of the school', will be led by the Arts Council in co-operation with my Department and the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs. This scheme is planned to be adopted under Pillar 1 of ‘Creative Ireland’.
The scheme sets out to understand, develop and celebrate arts in early years settings, primary and post-primary schools and further education and Youthreach centres. By fully affirming the enriching power of the arts and by supporting early years settings and both school and further education communities to develop and celebrate the arts, Creative Schools will raise the profile and importance of the arts in educational settings in the medium to long term.
It is proposed that the initiative will begin with a pilot programme targeting a representative cohort of 150 schools, further education centres and early years settings throughout the 2017/18 and 2018/19 school years.
It will incentivise and recognise those schools (primary and post-primary) which in a range of ways make the arts a key part of school life and place the arts centrally within the life of the school community affecting pupils primarily but also teachers, parents, other staff and school community.
227. Deputy Niamh Smyth asked the Minister for Education and Skills the steps he has taken to increase out-of-hours use of school facilities to give children and young persons access to arts activities; and if he will make a statement on the matter. [24417/17]
View answerAs the use of school buildings is included in my Departments Action Plan for Education, I can confirm that meetings have been held between officials from my Department and the relevant stakeholder groups. These meeting sought the views of these groups regarding the use of school buildings outside of school hours.
The process of developing guidelines for the use of school buildings is currently in progress and it is due to be completed in the near future.
231. Deputy Niamh Smyth asked the Minister for Education and Skills the actions he has taken to establish arts education officers nationally in the education and training boards as are successfully operating in the Cavan Monaghan Education and Training Board; and if he will make a statement on the matter. [24421/17]
View answerMy Department is coordinating a response to the matters raised by the Deputy and, when completed, will be writing to her directly in relation to same.
This is expected to be completed within a few days.
The following deferred reply was received under Standing Order 42A
The overall responsibility for the promotion and development of the arts in Ireland rests with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs.
In 2013, the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs and the Department of Education and Skills became co-signatories to the Arts in Education Charter which became embedded as policy in both Departments.
One of the elements of the chart was to design a national programme of Local Arts Education Partnerships by involving professional artists, arts organisations, and cultural institutions, local authority arts officers and other arts providers. The Charter envisaged that such a partnership would liaise with Education Centres, Education and Training Board (ETBs) and other education providers so as to build on and support existing relationships and to facilitate the development of new partnerships and joint ventures through a range of measures but within existing financial supports.
Cavan-Monaghan Local Arts Education Partnership has been a successful pioneer in this arena and it is envisaged that other partnerships will be developed in other areas over time and as resources permit.
With regards to staffing in ETBs, the main focus of payroll budgets for the foreseeable future is to cater for increasing demand for teachers and Special Needs Assistants arising from increasing student numbers at post-primary level.
Other staffing matters such as staff involved in administration, maintenance and training provision are dealt with centrally by my Department having regard to factors such as affordability within payroll budgets and priorities determined by individual ETBs.
234. Deputy Clare Daly asked the Minister for Education and Skills if he will recommend steps, including the use of trackers, cameras and chaperones, to the HSE to protect disabled children travelling unsupervised on transport services to and from their homes and service providers to schools, hospitals, residential homes or other care facilities to safeguard them against potential criminal behaviour, including physical or sexual abuse. [24452/17]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department. Bus Éireann is responsible for a range of activity regarding the operation of the school transport system including the procurement of contractors to provide transport services.
Safety of children travelling on the school transport service is of paramount importance to my Department and to Bus Éireann. Bus Éireann place special emphasis on safety and, to this end, have a wide range of checking procedures in place to ensure that a safe and reliable service is provided.
This Department allocates funding to schools, for the employment of escorts to accompany special educational needs children who are eligible for school transport and whose care and safety needs are such as to require the support of an escort.
All nominated school transport drivers and escorts are subject to vetting procedures conducted by the Garda Central Vetting Unit.
The transportation of children to and from their homes and service providers to hospitals, residential homes or other care facilities is not the responsibility of my Department. Questions relating to such matters should be referred to my colleague the Minister for Health.
236. Deputy David Cullinane asked the Minister for Education and Skills the research and analysis undertaken by his Department's site acquisition and property management section that led to the decision to make a formal offer of €23 million for Harold's Cross greyhound stadium for the purposes of permanent school provision on the site; if this research and analysis involved a survey of the south Dublin city land banks identified by the Department of Housing, Planning, Community and Local Government; the reasons for the rejection of those sites; and if he will make a statement on the matter. [24497/17]
View answer237. Deputy David Cullinane asked the Minister for Education and Skills if he will arrange to release the 2016 report by his Department's professional and technical staff relating to the suitability or otherwise of Harold's Cross stadium for school development; and if he will make a statement on the matter. [24498/17]
View answer238. Deputy David Cullinane asked the Minister for Education and Skills the reason for his Department's professional and technical staff's interest in Harold's Cross stadium in early 2016 in view of the fact that Harold's Cross stadium was not for sale in early 2016 and was one of the most profitable greyhound stadiums in the State; and if he will make a statement on the matter. [24500/17]
View answer239. Deputy David Cullinane asked the Minister for Education and Skills the other options available to meet the needs of his Department in terms of school development as identified by his Department's professional and technical staff in its early 2016 analysis of the Harold's Cross stadium site; and if he will make a statement on the matter. [24501/17]
View answer240. Deputy David Cullinane asked the Minister for Education and Skills the way in which he was made aware that the Irish Greyhound Board was proposing to put Harold's Cross stadium on the open market; and if he will make a statement on the matter. [24502/17]
View answer241. Deputy David Cullinane asked the Minister for Education and Skills the geographical information system analysis of pressure for school places for areas (details supplied); the analysis that led to the decision by his Department to offer €23 million for Harold's Cross stadium on the basis of the results of the geographical information system analysis of pressure for school places for the areas as listed; and if he will make a statement on the matter. [24503/17]
View answer246. Deputy David Cullinane asked the Minister for Education and Skills the details of the discussions that have taken place between his Department's officials and officials from Dublin City Council regarding the zoning of the Harold's Cross stadium site; and if he will make a statement on the matter. [24507/17]
View answer247. Deputy David Cullinane asked the Minister for Education and Skills when his Department expects to receive draft contracts regarding the offer of €23 million for Harold's Cross stadium; and if he will make a statement on the matter. [24508/17]
View answer250. Deputy David Cullinane asked the Minister for Education and Skills if all necessary funding and approvals are in place, as required by the Department of Public Expenditure and Reform circular 17/2016 policy for property acquisition and for disposal of surplus property, for his Department's offer of €23 million for Harold's Cross stadium; and if he will make a statement on the matter. [24544/17]
View answer251. Deputy David Cullinane asked the Minister for Education and Skills the business case made for the €23 million offer for Harold's Cross stadium; and if he will make a statement on the matter. [24546/17]
View answer252. Deputy David Cullinane asked the Minister for Education and Skills if the options examined with regard to the €23 million offer for Harold's Cross stadium included no change and its impact, freeing up existing space, space modification, site purchase and build, purchase or lease of an existing building or different locations; and if he will make a statement on the matter. [24547/17]
View answer253. Deputy David Cullinane asked the Minister for Education and Skills the estimated cost of demolishing Harold's Cross stadium; the estimated cost of developing the land for permanent school provision, as identified in the business case developed for the €23 million offer for Harold's Cross stadium; and if he will make a statement on the matter. [24545/17]
View answer254. Deputy David Cullinane asked the Minister for Education and Skills if he will quantify the costs of viable options and specify sources of funding, as required by the Department of Public Expenditure and Reform circular 17/2016 policy for property acquisition and for disposal of surplus property, as identified in the business case developed for the €23 million offer for Harold's Cross stadium; and if he will make a statement on the matter. [24548/17]
View answer255. Deputy David Cullinane asked the Minister for Education and Skills the analysis of main options identified and outlined in the business case that was developed for the €23 million offer for Harold's Cross stadium; and if he will make a statement on the matter. [24549/17]
View answer268. Deputy David Cullinane asked the Minister for Education and Skills the risks identified with each viable option with regard to the business case that was developed for the €23 million offer for Harold's Cross stadium; and if he will make a statement on the matter. [24643/17]
View answer269. Deputy David Cullinane asked the Minister for Education and Skills the viable options identified through the development of a business case for the €23 million offer for Harold's Cross stadium; and if he will make a statement on the matter. [24644/17]
View answerI propose to take Questions Nos. 236 to 241, inclusive, 246, 247, 250 to 255, inclusive, 268 and 269 together.
Concerted efforts to acquire sites in the south Dublin City area for schools have been ongoing in my Department in the context of existing and expected requirements at both primary and post-primary level since 2012. Previous searches for additional prospective school sites in this area in co-operation with Chief Valuer’s Office and Dublin City Council focused on sites which were on the market, potential sites within Dublin City Council’s portfolio and also substantial land holdings of other bodies within the area. It was noted that there was a very limited number of potential sites with the South Dublin City area. My Department also consulted with NAMA in relation to any potential site options available.
It was in the context of such limited school site availability in south Dublin City that officials in my Department approached the Irish Greyhound Board in February 2016 with a view to considering the feasibility of providing school accommodation on the Harold’s Cross site. Subsequently, in July 2016, in the course of my Department’s engagement with the Irish Greyhound Board regarding the Harold’s Cross site, it was made clear to my officials that while Savills real estate agency had been retained by the Board to advise on the asset in question, they were not actively seeking to sell it at that time.
Nonetheless, in the context of ongoing school site requirements, a detailed site analysis and feasibility study of the Harold’s Cross site was carried out in order to assess the potential of the site. This technical assessment of the property concluded that the property is suitable for the provision of a significant level of school accommodation.
Having considered the uncertainty in relation to timeframe for acquisition and zoning, it was decided that the potential acquisition of the Harold’s Cross stadium would not be pursued at that time. However, while the site was not available at that time, the suitability of the site had been established relative to other options identified as part of an overall site search in the area. My Department was not aware of, and did not discuss with IGB, timeframes for closure of the stadium.
My Department became aware of the decision to close the Harold’s Cross property in February of this year, when the Irish Greyhound Board made its announcement to that effect. My Department was not aware, in advance of that time, that a decision had been taken to close the greyhound stadium. My Department was contacted subsequently by Savills to indicate that the Harold’s Cross site would be on the market and the Department could be given access to value it if required. Contact was also made by the Department of Agriculture Food and the Marine, since my Department had previously made that Department aware of potential interest in the site.
On foot of the information that the Harold’s Cross site was about to go on the open market, officials in the Site Acquisition section of my Department consulted with the Forward Planning section in relation to proposed future growth and school needs in the area. The Forward Planning section of my Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.
Harold’s Cross Greyhound Stadium is situated in the Department’s school planning area of Dublin 6/Clonskeagh and is immediately adjacent to the school planning areas of Dolphin’s Barn/Dublin 12; Dublin 8; Dublin 2 /Dublin 4; and Dublin 6W. An initial review of demographics in relevant school planning areas adjacent to the site indicate significant increases at both primary and post-primary levels likely to require provision for additional school sites in the area, beyond those currently in the ownership of the Department. Initial projections indicate additional demand of up to 5,000 places at post-primary level across the Dublin 6/Clonskeagh school planning area (in which the property is located) and the adjoining school planning areas in the South Dublin City area.
In the context of the previous analysis of options to provide the expected school places required, my Department is acutely aware that existing schools in the area do not have the capacity to provide the accommodation that will be necessary for such a huge increase in student numbers. Furthermore, a diversity of provision is also required to allow for parental choice. Accommodation to meet the demand for additional school places anticipated in the south Dublin City school planning areas would, therefore, require multiple sites or property, each of significant capacity, in an area where land availability is known to be very limited.
The announced sale of this property by the IGB represented an invaluable opportunity for my Department to acquire a site which was known to be suitable for school provision in the context of extremely limited alternative accommodation solutions. The decision taken by my Department to acquire the Harold’s Cross Greyhound Stadium was, therefore, taken in the context of the requirements identified in the demographic analysis and of the impending disposal of the property on the open market.
In order to advance the proposed acquisition my Department specifically requested of the IGB that the Department of Public Expenditure and Reform Circular 11/15: Protocols for the Transfer and Sharing of State Property Assets be followed. These protocols provide for the Valuation Office to furnish a binding estimate of value in accordance with international standards issued by the International Valuation Standards Council. The report compiled by the Valuations Office indicated that the property had a value of €23 million. This report took into account, inter alia, zoning and the requirement to clear the site of existing structures.
The Deputy will appreciate that the current trend in land values has been that land prices are increasing. Given that this asset was about to go on the open market, my Department assessed the potential of acquiring this site relative to the potential of acquiring alternative sites. From a school’s perspective this site is ideally located to serve South Dublin City needs and it provides certainty in respect of suitability and availability. It had already been established that land-banks of sufficient size are scarce and where such sites have the potential for residential or commercial development, they would be valued accordingly. The proposed acquisition costs were appraised in this context.
While the current zoning of the site does not permit the development of a school on the site, it could be facilitated by means of a variation to the City Development Plan. Department officials have discussed the zoning of the property with Dublin City Council officials and have agreed with the Irish Greyhound Board that the proposed acquisition would be subject to the necessary change in zoning for the property.
The proposed acquisition is, in the first instance, subject to the consent of the Minister for Agriculture, Food and the Marine and the Minister for Public Expenditure and Reform. Draft contracts have not yet been received but my Department has been informed that these are being prepared. By agreement with the Irish Greyhound Board, the contracts will reflect phasing of the payment of the purchase price in respect of the proposed acquisition with a view to spreading the cost to my Department across two years’ financial allocation. This cost will be met within the Department’s overall capital budget as sanctioned by the Department of Public Expenditure and Reform.
242. Deputy David Cullinane asked the Minister for Education and Skills the processes and procedures that are undertaken by the principal officer in his Department's site acquisition and property management section in terms of identifying and acquiring sites for his Department; and if he will make a statement on the matter. [24504/17]
View answer243. Deputy David Cullinane asked the Minister for Education and Skills the site acquisitions by his Department in each of the years 2006 to 2016 inclusive; the amount paid by his Department for each of those sites; the previous use and type of rezoning associated with the sites at the time of purchase; the current use of each of those sites, in tabular form; and if he will make a statement on the matter. [24505/17]
View answer244. Deputy David Cullinane asked the Minister for Education and Skills the processes and procedures undertaken by the assistant secretary of the school planning and building unit with regard to the approval of a site acquisition decision made by the principal officer of his Department's acquisition and property management section; and if he will make a statement on the matter. [24499/17]
View answer245. Deputy David Cullinane asked the Minister for Education and Skills the annual allocation provided to his Department's site acquisition and property management section for site acquisition in each of the years 2006 to 2016 inclusive, in tabular form; and if he will make a statement on the matter. [24506/17]
View answerI propose to take Questions Nos. 242 to 245, inclusive, together.
Where additional demographic demands exist, in determining the requirement for a new school site an assessment of possible accommodation provision by means of extension of existing schools is carried out. In circumstances where the additional accommodation needs cannot be met by extension of existing schools so that a new school is needed, a site acquisition process is commenced.
In general, the site acquisition process commences with the identification of potential site options and the assessment of each site’s suitability. Every effort is made to identify site options in the ownership of a public sector body in the first instance, by means of consulting the State Property Register and engaging with the relevant officials in other State Bodies.
Officials in the relevant Local Authority are directly involved in the site acquisition process under the Memorandum of Understanding for the acquisition of school sites which was agreed with the County and City Managers’ Association in 2012. Such engagement by the Local Authority assists with ensuring the suitability of selected sites and addressing any potential planning risks.
Where multiple site options for the provision of the required school accommodation are available, the acquisition of the option deemed most suitable, having regard to technical factors, relative costs, timelines for acquisition and other considerations is pursued in the first instance.
It has occurred on occasion that the only available or viable site for a school is not suitably zoned. In such instances, my Department’s policy is to work with the local authority with a view to facilitating arrangements to provide for school development on the site. Engagement with Local Authorities by my Department in respect of school development on such sites has yielded positive results.
Decisions with respect to site acquisitions are taken by the Principal Officer of the Site Acquisitions and Property Management section of my Department having considered the school accommodation requirements and available site options. Consultation with the Assistant Secretary of the Planning and Building Unit may take place with respect to high-value acquisitions in the context of the impact on the Department’s overall capital budget.
Tables showing the site acquisitions by my Department and the capital allocation for years from 2006 to 2016 are being compiled and this information will be forwarded to the Deputy shortly.
