Wednesday, 26 Jul 2017

Written Answers Nos. 309-328

Schools Amalgamation

Questions (309)

Mattie McGrath

Question:

309. Deputy Mattie McGrath asked the Minister for Education and Skills the status of plans to amalgamate schools (details supplied); and if he will make a statement on the matter. [35702/17]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that I understand the amalgamation process involving the schools, referred to, will be finalised with the delivery of the major school building project.

In that regard, the project concerned is currently at Stage 2(a) of the architectural planning process. Following a successful completion of this stage, the project will proceed to Stage 2(b), Detailed Design, which includes the application for planning permission and other statutory approvals and the preparation of tender documents.

Teacher Training Provision

Questions (310, 311)

Mary Lou McDonald

Question:

310. Deputy Mary Lou McDonald asked the Minister for Education and Skills the mandatory training that both primary and post-primary teachers must complete with regard to mental health; and if he will make a statement on the matter. [35704/17]

Mary Lou McDonald

Question:

311. Deputy Mary Lou McDonald asked the Minister for Education and Skills the voluntary or extracurricular training his Department provides to primary and post-primary teachers with regard to mental health; and if he will make a statement on the matter. [35705/17]

Written answers

Minister for Education and Skills

My Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health. The process spans the curriculum in schools, whole school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional support for teachers. It also involves other supports such as educational psychological services and the interface with other agencies, both nationally and locally.

To support schools, my Department has produced and distributed the Well-Being in Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention (2015). These guidelines are informed by consultation with key Education and Health partners, and by current research. They assist schools and the school community in (a) supporting and responding to the mental health and well-being needs of our children and (b) in providing a safe and supportive environment for building life skills and resilience and a strong sense of connectedness to school. My Department's National Educational Psychological Service (NEPS) is actively assisting schools and school communities in this regard.

All primary and post-primary initial teacher education programmes include the study of psychology of education and sociology of education. All primary initial teacher education programmes include the implementation of the Social, Personal and Health Education (SPHE) curriculum which is taught at all class levels. The SPHE curriculum provides particular opportunities to foster the personal development, wellbeing, and social and emotional health of the individual child.

Professional development services are provided by my Department to support teachers in addressing and dealing with mental health issues. At primary level, continuing professional development (CPD) is provided through:

- NEPS, which provides guidance for schools in managing and responding to critical incidents; and training in the delivery by teachers of programmes, including the Incredible Years programme, which aims to prevent and treat young children's behaviour problems and promote their social, emotional, and academic competence

- The Professional Development Service for Teachers (PDST) provides professional development support to teachers and schools to develop and promote student health and wellbeing, including mental health, in the context of a positive health promoting school environment.

- The National Council for Special Education (NCSE) Support Service, will support teachers in addressing the needs of pupils with special educational needs, including needs which relate to their mental health.

- Supports are also provided through the Association of Teachers' Education Centres in Ireland (ATECI) summer courses, the Irish Primary Principals Network (IPPN), the National Association of Principals and Deputy Principals (NAPD) and the Centre for School Leadership.

At post- primary level, the new Framework for Junior Cycle (2015) places a clear emphasis on overall student health and well-being: The Framework has eight key skills, which are to be embedded in every new Junior Cycle subject and short course, including the key skills of "Managing Myself" and "Staying Well".

The Framework includes an area of learning called Wellbeing, encompassing Social Personal and Health Education (SPHE), Physical Education (PE) and Civic Social and Political Education (CSPE) and to support its introduction in post-primary schools in September coming, a comprehensive programme of CPD has been drawn up by my Department's support services. The supports to be delivered during the 2017/18 school year will include whole school CPD on Wellbeing in Junior Cycle, seminars for teachers of SPHE on Mental Health, Gender and Sexual Orientation and Substance Use and seminars for designated liaison persons in schools on Child Protection, Anti Bullying and a Whole School approach to Mental Health.

It should be noted that CPD for teachers is not compulsory. However, at post-primary level it is intended that all teachers in schools participating in whole school CPD will receive CPD in Wellbeing in 2017/18. It is anticipated that the significant majority of post-primary schools will avail of such CPD.

A key theme of my Department's 2017 Action Plan for Education is the support of wellbeing initiatives to ensure that mental resilience and personal wellbeing are integral parts of the education and training system. Specifically, the Plan commits to the commencement of the roll-out of the Friends for Life programme and the Incredible Years Classroom Management programme to teachers in all DEIS schools. NEPS will deliver both programmes commencing in the autumn and are currently in the process of recruiting an additional 11 psychologist staff to undertake this work.

It is planned that during the coming academic year, some 40 Friends programmes will be organised involving some 1,000 primary and post-primary teachers and 50 Incredible Years programmes will be offered to some 1,000 primary school teachers at the commencement of a three year roll-out of the training.

School Guidelines on Mental Health

Questions (312)

Mary Lou McDonald

Question:

312. Deputy Mary Lou McDonald asked the Minister for Education and Skills the resources schools receive to adhere to the well-being guidelines for both primary and post-primary schools; and if he will make a statement on the matter. [35706/17]

Written answers

Minister for Education and Skills

My Department promotes a comprehensive and whole of school approach to the promotion of wellbeing and positive mental health. This approach considers the entire school community, as well as focussing on groups and individual young people with identified need. This approach spans the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support, pastoral care, guidance counselling and the provision of professional development for teachers. It also involves accessing other supports such as educational psychology services and the interface with other agencies, both nationally and locally. Additionally, schools engage in a wide range of sport and cultural activities which provide an important opportunity for students to experience success and personal growth. The whole staff shares responsibility for general student wellbeing.

The Well-being in Post Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention (2013) and Well-being in Primary Schools Guidelines for Mental Health Promotion (2015) provide a framework for schools to present in an integrated way their existing good practice. The Guidelines promote social and emotional learning, and mental health and direct then to new practices, as appropriate.

The European wide HSE supported Health Promoting School Process (HSP) is also outlined, and the Well-being Guidelines show how the HSP can be introduced to schools to complement existing good practice. The Guidelines outline how schools support young people through early intervention and prevention, modelled on the NEPS Continuum of Support tiered approach.

The Guidelines build on the significant work already taking place in schools, including through the systematic implementation of the Social, Personal and Health Education (SPHE) curriculum, the whole-school guidance plan, the National Educational Psychological Service (NEPS) continuum of support model and the HSE, Health Promoting Schools Process. Information is also provided on how to access support from the Professional Development Service for Teachers' SPHE Support Service and other external agencies and support services.

More recently, my Department's Action Plan for Education 2017 promotes wellbeing as one of its key goals. Other actions, in addition to those outlined above, relating to wellbeing and mental health in the primary school sector include:

- Developing an integrated programme of support for all schools to implement the Wellbeing Guidelines and an implementation plan for roll-out of this programme to all primary and post-primary schools.

- Increasing the capacity of NEPS: an enhanced educational psychological service to schools, through the appointment of an additional 10 educational psychologists. The focus of this additional support will be on extending the delivery of training to teachers in DEIS schools in two specific evidence-informed programmes – the Incredible Years Teacher Programme and the Friends programmes – the Friends programme, when delivered by trained teachers, reduces anxiety and promotes coping, resilience and school-connectedness in children and young people in the primary and post-primary schools, while the Incredible Years Teacher programme strengthens the social and emotional competence of primary school children whose teacher has completed the programme.

There will be a suite of Junior Cycle for Teachers (JCT) supports provided to post-primary schools to enable them to implement the new National Council for Curriculum and Assessment's Wellbeing Guidelines for Junior Cycle which are being introduced from this September for first years. These supports will range from a full day whole staff professional activity event, workshops varying in length from 2 hours to 1 day. The workshops will address the needs of both mainstream and special schools. There will be a dedicated wellbeing section on the JCT website full of resources to assist the implementation of wellbeing within the junior cycle. JCT will liaise closely with National Educational Psychological Service and the Health Service Executive as they develop their involvement in this very sensitive area

Measures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the guidance allocation that was withdrawn in Budget 2012, will be restored to post-primary schools from September 2017. All of these 400 posts are allocated separately and transparently on the staffing schedule of posts for schools. The pupil teacher ratio (PTR) will revert to 19:1 with effect from September 2017 with the guidance allocation shown separately on the staffing schedules and will represent 0.4 of the PTR for each school. There is now an obligation on schools to ensure that the hours are used for guidance activities. Principals may decide to allocate more hours to guidance activities than the amount allocated on the schedule; they cannot decide to allocate fewer.

While most of the 400 posts restored over the past two years are likely to be allocated to guidance counsellors, schools may decide, in the context of their guidance plans, to allocate some resources to others who may also play a role in delivering guidance in the schools. However, my Department has made it clear that schools' guidance plans should include specified time allocation for guidance counsellors to be available for one-to-one guidance counselling and time allocation for the role in supporting the organisation and work of the Student Support Team.

Sports Facilities Provision

Questions (313)

Catherine Connolly

Question:

313. Deputy Catherine Connolly asked the Minister for Education and Skills further to Question No. 167 of 3 May 2017, if the proposal in respect of the management of the facility has been received by his Department; if so, whether the details of the proposal can be made available; and if he will make a statement on the matter. [35744/17]

Written answers

Minister for Education and Skills

As advised in my response to Question No. 167 of 03 May last, my Department contributed towards the capital cost of the sports hall for the school referred to. In that regard, my Department has no objection in principle to the use of a school's recreational facilities for community use.

My Department issued a circular to all school authorities urging trustees and Boards of Management to make their facilities available where possible for community education and recreation purposes. Decisions in relation to the use of these school facilities is at the discretion of the Board of Management, subject to the condition that the needs of the students attending the school are prioritised in the first instance.

It is understood that the school referred has been considering the arrangements, which I understand have not been finalised or agreed yet, to be put in place in respect of the management of the facility. A proposal in this regard has not been received in my Department to date.

Schools Building Projects Data

Questions (314)

Marcella Corcoran Kennedy

Question:

314. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills the detail of capital expenditure, extensions, new builds and additional accommodation for all post-primary schools in County Offaly since January 2011 in tabular form; and if he will make a statement on the matter. [35781/17]

Written answers

Minister for Education and Skills

The table details the capital expenditure on new school buildings and additional accommodation projects for all post-primary schools in County Offaly since January 2011. No large-scale extensions were funded during the period in question.

Schools	Accommodation	2011	2012	2013	2014	2015	2016	2017	Total
COLAISTE CHOILM TULLAMORE	New School	€5,960,980.39	€422,392.53	€224,400.41	€61,936.65	€669,650.00	€74,074.28	€0.00	€7,413,434.26
TULLAMORE COLLEGE	New School	€92,832.80	€96,822.92	€146,828.89	€959,980.29	€3,805,663.45	€5,283,507.24	€667,847.82	€11,053,483.41
ST BRENDAN'S C S BIRR	Additional Accommodation	€0.00	€19,961.31	€0.00	€0.00	€0.00	€0.00	€0.00	€19,961.31
KILLINA, RAHAN, TULLAMORE	Additional Accommodation	€0.00	€0.00	€0.00	€0.00	€0.00	€0.00	€420,748.14	€420,748.14
ST BRENDAN'S C S BIRR	Additional Accommodation	€0.00	€0.00	€0.00	€452,200.00	€313,270.67	€0.00	€0.00	€765,470.67
SACRED HEART SECONDARY SCHOOL, TULLAMORE	Additional Accommodation	€0.00	€0.00	€0.00	€314,462.11	€153,336.80	€0.00	€0.00	€467,798.91
CLARA V S	Additional Accommodation	€0.00	€0.00	€0.00	€77,535.70	€0.00	€0.00	€0.00	€77,535.70

School Management

Questions (315)

Robert Troy

Question:

315. Deputy Robert Troy asked the Minister for Education and Skills when posts of responsibility will be reintroduced. [35795/17]

Written answers

Minister for Education and Skills

Budget 2017 provided for a new package of support for school leadership, including middle management posts for primary and post -primary schools.

170 additional posts have been provided to second level schools to employ an additional Deputy Principal to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.

The commencement of restoration of middle management posts as part of an agreed distributed leadership model means that we will now be able to lift the rigidity of the longstanding moratorium on theses posts in both the primary and post-primary sector. This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive, accountable and

Strengthening leadership in schools is a serious issue and these announcements provide additional resources to focus on leadership and management in our schools.

My department has issued draft circulars to the education partners with the view to agreement and publication as soon as possible.

School Management

Questions (316)

Robert Troy

Question:

316. Deputy Robert Troy asked the Minister for Education and Skills his plans to release teaching principals for one day per week to facilitate administration work. [35796/17]

Written answers

Minister for Education and Skills

Budget 2017 sets out the resources available for schools for the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade. The budget provides for over 2,400 additional teaching posts for our primary and post-primary schools next year. This includes additional teaching posts to meet demographic need, curriculum reform, additional resource teaching posts and the strengthening of school leadership.

Circular 12/2016, which is available on the Department website, outlines the number of days that teaching principals may take as release time in a school year in order to assist them fulfilling their principal duties. Under these arrangements my Department pays for a substitute teacher to be employed by a school to facilitate administrative functions to be undertaken by the teaching principal. Under the current arrangements the number of days that principal teachers may take as release time in each school year ranges between 15 and 25 days depending on the size of the school.

Enabling teaching principals to have one release day per week would cost in the order of €12.5 million per annum.

Any further improvements will be considered in the context of the Budget. However, I recognise that there are needs across the system which have to be balanced in the decisions made in each Budget

School Funding

Questions (317)

Robert Troy

Question:

317. Deputy Robert Troy asked the Minister for Education and Skills his plans to reverse the 15% cuts to the school grants. [35797/17]

Written answers

Minister for Education and Skills

The Action Plan for Education outlines hundreds of actions to be implemented over the 3 year period 2016 to 2019 which include restoring capitation funding as resources permit.

Budget 2017 represents the start of a major programme of reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.

The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016 and €5 in 2017 in order to enable primary schools implement the arbitration salary increase for grant funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation. A similar type approach in relation to improvements in grant funding was applied, as appropriate, at post-primary level.

In relation to capitation funding this commitment remains a priority for me to address during the lifetime of the Action Plan. However, it is important to note that there are limited funds available in Budget 2018 to meet a wide range of needs across all areas of Government.

Education Policy

Questions (318)

Robert Troy

Question:

318. Deputy Robert Troy asked the Minister for Education and Skills his plans to reintroduce school panels to ensure a supply of teachers for substitute cover. [35798/17]

Written answers

Minister for Education and Skills

A value for money review of the Supply Teacher Scheme was published in July 2006. The review found that only approx. 60% of supply teachers' time was used to cover sick leave absences. This reflects the unpredictable nature of sick leave absences.

While there are benefits for schools in having these teachers it is considered more cost effective to use the normal substitution arrangements that apply to all other schools to cover sick leave absences instead of having a cohort of full-time teachers "on call" all the time in these schools to cover sick leave absences that may or may not arise.

Private Schools

Questions (319)

Pearse Doherty

Question:

319. Deputy Pearse Doherty asked the Minister for Education and Skills the net saving of withdrawing the annual State subsidy to private schools. [35826/17]

Written answers

Minister for Education and Skills

My Department paid €80,185,517.84 gross salaries to teachers in fee-charging schools in the 2015/2016 school year. The capital expenditure for fee-charging schools in 2016 was €53,551.28.

Clearly if the parents of 25,282 children in the fee charging sector chose to send their children to the non-fee-paying sector, the State would have to fund those school places. In this respect, the figures quoted relate to the gross cost of fee charging schools and not the net cost. Since it is impossible to predict the pattern of behaviour it is not possible to calculate the net saving. Suffice to say it would be significantly less than the gross figures quoted.

Schools Building Projects

Questions (320)

Robert Troy

Question:

320. Deputy Robert Troy asked the Minister for Education and Skills his views on the manner in which parliamentary questions are answered in relation to the current status of schools on the schools buildings programme (details supplied). [35840/17]

Written answers

Minister for Education and Skills

As the Deputy is aware, building projects for the first, second and third-named schools referred to in the details supplied are included in the 6 Year Construction Plan (2016-2021). I wish to advise the Deputy that it is my Department's intention to progress these projects though the various stages of the architectural planning and construction process as outlined in the Plan.

In relation to the first-named school, the position is that my Department recently undertook a technical assessment of the site as part of the pre design stage for the project. My Department will continue to engage with the school in the context of advancing the project through the architectural planning process.

In relation to the second and third-named schools, my Department has commenced the architectural planning process for the provision of permanent school buildings for both schools on a new site. In this regard, my Department has been in contact with both school managements recently and further interaction will occur as the projects develop.

With regard to the fourth-named school, tender documents for the building project are currently being finalised and it is envisaged that tenders will be invited at an early date.

Special Educational Needs Staff Data

Questions (321)

Fiona O'Loughlin

Question:

321. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the locations of the additional SNA allocations in County Kildare primary schools for the school year 2017-18; and if he will make a statement on the matter. [35882/17]

Written answers

Minister for Education and Skills

I recently announced that 975 additional SNAs will be available for allocation to schools from September 2017 which is a 7.5% increase to meet the demands for the new school year. A total of 13,990 SNA posts will now be available at a gross annual cost of €458 million. This is more SNAs than we have ever had previously and will ensure that all children who qualify for SNA support can continue to receive access to such support. In total, the number of SNAs available has increased by over 32% since 2011, when 10,575 posts were available.

The NCSE has advised all schools of their allocations for SNA support for the coming 2017/18 school year. Details of SNA allocations which have been made to schools, including primary schools in Co Kildare, have been published on by the NCSE on their website at http://ncse.ie/wp-content/uploads/2017/07/NCSE-17_18-SNA-Allocation-Primary.pdf.

Where a school wishes to make an application for SNA support in respect of a child who was not considered as part of this allocation process they may continue to make such applications to the NCSE.

In circumstances where a school, or parent, is unhappy with the allocation of SNA support which has been made, or considers the level of support allocated is not sufficient to meet the care needs of the pupils concerned, the school or parent, may appeal that decision via the NCSE appeals process. Details of the NCSE appeals process is available at www.ncse.ie. The closing date for receipt of appeals is 29 August 2017.

Third Level Education

Questions (322)

Clare Daly

Question:

322. Deputy Clare Daly asked the Minister for Education and Skills the way in which his Department monitors the standards in private third level institutions; and the sanctions currently in place if those institutions fail to meet required standards and criteria. [35891/17]

Written answers

Minister of State at the Department of Education and Skills

Private third level institutions are operated independently and do not come under the remit of my Department.

However, private higher education institutions may choose to voluntarily engage with QQI, the national agency with responsibility for quality assurance and qualifications across the further and higher education sectors, to seek validation of programmes and to gain access to QQI awards. Private providers seeking to engage with QQI are firstly required to establish quality assurance procedures based on guidelines issued by QQI. The operation of these procedures is monitored by QQI through periodic review.

Following the establishment of approved quality assurance procedures, providers may then apply to QQI for validation of programmes. Validation is generally for a period of 5 years. Validation may be reviewed at any time by QQI and may be withdrawn if the conditions of validation are not being complied with.

Additionally, all Springboard+ programmes provided by private higher education institutions are subject to validation procedures set and implemented by QQI and are recognised on the NFQ. In addition, having regard to procedures for Protection for Enrolled Learners, the HEA withholds 30% of the total cost of a Springboard+ programme provided by a private provider until such a time as all exams for the programme have been completed.

Student Grants Data

Questions (323)

Róisín Shortall

Question:

323. Deputy Róisín Shortall asked the Minister for Education and Skills the number of student grant recipients (details supplied) each year since the 2014 to 2015 academic year. [35894/17]

Written answers

Minister of State at the Department of Education and Skills

The data provided in the table are in respect of students who received a grant from SUSI the centralised grant awarding authority, which was established in 2012. It does not encompass data relating to the 66 awarding authorities who have continued to process renewal applications on a transitionary basis, as their data are not collated in the format requested by the Deputy.

The table provides a breakdown of the awards for each of the academic years 2014/15 to 2016/17 (provisional) in the categories requested by the Deputy.

The data in the tables have been supplied to my Department by SUSI.

Graduate Type	Grant Rate	2014-15	2015-16	2016-17 Provisional
PLC	Special Rate non-adjacent €5,915 Maintenance, 100% Student Contribution or 100% Tuition fees as applicable	969	1,029	1,006
PLC	Special Rate adjacent, €2,375, 100% Student Contribution or 100% Tuition fees as applicable	3634	3797	3679
PLC	100% Non-adjacent, €3,025 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	993	853	889
PLC	100% Adjacent, €1,215 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	3197	2767	2896
PLC	75% Non-adjacent, €2,270 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	28	32	30
PLC	75% Adjacent, €910 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	106	97	98
PLC	50% Non-adjacent, €1,515 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	51	55	43
PLC	50% Adjacent, €605 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	169	207	155
PLC	25% Non-adjacent, €755 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	55	54	35
PLC	25% Adjacent, €305 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	149	170	158
TOTAL PLC		9351	9061	8989
Undergraduate	Special Rate non-adjacent, €5,915 Maintenance, 100% Student Contribution or 100% Tuition fees as applicable	8,207	9,742	9,853
Undergraduate	Special Rate adjacent, €2,375 Maintenance, 100% Student Contribution or 100% Tuition fees as applicable	6,110	7,395	7,363
Undergraduate	100% Non-adjacent, €3,025 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	15930	17418	17416
Undergraduate	100% Adjacent, €1,215 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	11,731	12,801	12,803
Undergraduate	75% Non-adjacent, €2,270 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	597	704	743
Undergraduate	75% Adjacent, €910 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	378	475	563
Undergraduate	50% Non- adjacent, €1,515 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	1,138	1,468	1,502
Undergraduate	50% Adjacent, €605 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	882	1064	1073
Undergraduate	25% Non- adjacent, €755 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	1039	1,207	1,290
Undergraduate	25% Adjacent, €305 maintenance, 100% Student Contribution or 100% Tuition Fees as applicable	841	995	1,045
Undergraduate	Fees Only.	9,259	8,787	7,342
Undergraduate	100% Student Contribution	2,877	3,517	3,638
Undergraduate	50% Student Contribution	2,232	2,770	2,710
TOTAL UNDERGRAD*		61,221	68,343	67,341
Postgraduate	Postgraduate Fee Contribution €2,000	1,336	1,266	1,122
Postgraduate	Postgraduate Fees Special Rate- Fees up to a maximum of €6270	1,131	1,068	1,004
TOTAL POSTGRAD		2,467	2,334	2,126
GRAND TOTAL		73,039	79,738	78,456

*Please note that all undergraduate who qualify for maintenance also qualify for 100% student contribution.

School Accommodation

Questions (324)

Marcella Corcoran Kennedy

Question:

324. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills the reason an original decision giving approval for additional accommodation was overturned at a school (details supplied); if he will review this application for additional accommodation in view of the significant increase in enrolments; and if he will make a statement on the matter. [35896/17]

Written answers

Minister for Education and Skills

I can confirm to the Deputy that my Department received a number of applications in recent years, from the school referred, for additional accommodation. In that regard, my Department approved funding for the provision of a room for Special Education Teaching in April 2015. The project has been delivered and the additional accommodation has greatly improved the facilities in the school.

An application to provide an additional classroom for a fourth mainstream teacher was not approved as the school planning area, within which the school referred to is located, has not been identified as an area of demographic growth. The Department considers that there are sufficient primary school places in the school planning area to meet pupil demand and, in that context, the application for additional accommodation was not approved.

While my Department will keep the enrolment position in the planning area under review, 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 of another school.

In that context, my Department has suggested to the school that it use its available accommodation to meet immediate accommodation requirements.

School Transport Appeals

Questions (325)

Kevin O'Keeffe

Question:

325. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if he will give consideration to an appeal submitted by a person (details supplied) in view of the medical circumstances. [35916/17]

Written answers

Minister of State at the Department of Education and Skills

School 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.

I understand that the appeal in question was received on 19 July 2017.

The School Transport Appeals Board, which is independent of my Department, will liaise directly with the family regarding the date that this appeal will be considered.

Schools Site Acquisitions

Questions (326)

Darragh O'Brien

Question:

326. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the provision of a new site for a school (details supplied); and if he will make a statement on the matter. [35948/17]

Written answers

Minister for Education and Skills

The major building project for the school referred to by the Deputy is at an advanced stage of architectural planning - Stage 2b - Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents. All statutory approvals have been obtained.

My Department issued comments to the Board of Management on 7 February and had requested confirmation from the Board that a lease for the new school site has been finalised between the Patron body and the land owner. The Department has been in contact with the school again recently and has been informed that the site is being purchased by the parish from the land owner. The purchase is ongoing, however, a definite date could not be given as to when the contracts will be signed and purchase completed.

Confirmation that the purchase has been completed will be required before stage 2(b) can be fully approved. Upon receipt of this confirmation my Department will then revert to the Board of Management with regard to further progression of the project.

Schools Building Projects Status

Questions (327)

Darragh O'Brien

Question:

327. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of progress on a new schools building project for a school (details supplied); and if he will make a statement on the matter. [35949/17]

Written answers

Minister for Education and Skills

As the Deputy is aware the building project for the school in question is included on my Department's capital programme.

Officials in my Department have been liaising with officials in the relevant Local Authority and have been in contact with the school patron and trustees to discuss the potential acquisition of a site for the school.

Schools Building Projects Status

Questions (328)

Darragh O'Brien

Question:

328. Deputy Darragh O'Brien asked the Minister for Education and Skills when the next phase of the school building for a school (details supplied) will commence; the status of this project; and if he will make a statement on the matter. [35950/17]

Written answers

Minister for Education and Skills

The project to which the Deputy refers is currently at tender stage. Subject to no further issues arising it is anticipated that construction will commence in late 2017 and the project is expected to take approximately 18 months to complete.