Written Answers Nos. 68-88
68. Deputy Declan Breathnach asked the Minister for Education and Skills if his attention has been drawn to the dangers posed to mechanics in the servicing and repairing of electric cars; his plans to draft new regulations to ensure that all mechanics required to work on electric cars are properly trained; and if he will make a statement on the matter. [2538/19]
View answer73. Deputy Declan Breathnach asked the Minister for Education and Skills his plans to launch a public awareness campaign in respect of the specialist training needed by mechanics that are required to work on electric vehicles; and if he will make a statement on the matter. [2539/19]
View answerI propose to take Questions Nos. 68 and 73 together.
The 2014 Review of Apprenticeship in Ireland recommended that curriculum reviews should be carried out on existing apprenticeships to keep pace with new methods and technologies in the workplace and to ensure that apprentices have a broader range of literacy, numeracy, ICT and teamworking skills.
The current motor mechanics apprenticeship has undergone a revision process and a new Fourth Version is planned for roll out in 2019, subject to validation by Quality and Qualifications Ireland. Significant changes in relation to the modernisation of the mechanics industry has been taken into consideration in this review. It is expected that the new version will incorporate additional material, including specific components on electric vehicles and safety.
In respect of mechanics already working in the industry, it is the responsibility of employers to maintain a healthy and safe workplace under the Safety, Health and Welfare at Work Act, 2005. In addition, manufacturers engage with dealers in the industry in relation to providing training for mechanics working on their vehicles. While the education and training sector is involved in initial training, regulation and communications on health and safety in the automotive sector does not fall under my Department’s remit.
69. Deputy Thomas Pringle asked the Minister for Education and Skills the status of an application by a school (details supplied) for a new school building; and if he will make a statement on the matter. [2727/19]
View answerA major building project for the school in question which will deliver a new school building and replace all prefab units is currently at Stage 1 of the Architectural Planning Process.
Stage 1 is the Preliminary Design Stage where the Design Team analyses all the constraints of the site, develops a preferred design option and cost plan. A Stakeholders meeting was held in October 2018 where design proposals were presented by the school and its Design Team. Feedback was provided to the Design Team at the meeting and the Design Team is currently finalising an Addendum Stage 1 Report.
Upon satisfactory completion of Stage 1 my Department will be in a position to authorise the project to progress to the next stages of Architectural Planning which include detailed design, obtaining statutory approvals and the preparation of tender documents.
This project is included in the 6 year construction programme and is scheduled therein to go to construction in the years 2019 - 2021.
70. Deputy Catherine Connolly asked the Minister for Education and Skills if a school (details supplied) previously excluded will be reconsidered for inclusion in the DEIS scheme; and if he will make a statement on the matter. [2663/19]
View answerAs the Deputy will be aware DEIS Plan 2017 was the culmination of more than 18 months of consultation and discourse with education partners and other stakeholders to ensure that identification of schools and future delivery of interventions is fully informed by the practical experience of teachers, parents, students and non-governmental organisations working on behalf of children at risk of educational disadvantage and their families
My Department has introduced an objective, statistics based model for assessing which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest levels of concentrated disadvantage.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online Database (PPOD) and CSO data from the National Census of Population as represented in the Pobal Haase Pratschke Deprivation Index (HP Index). The HP Index combines three underlying dimensions of affluence/disadvantage, identified as Demographic Profile, Social Class Composition and Labour Market Situation, to achieve a balanced measure of relative affluence and deprivation, which evenly applies across the urban-rural continuum. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, single parent rates, education levels, overcrowding, social class, occupation and unemployment rates. 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. This data is applied uniformly to all schools in the country in a fair and objective way, to identify the relative level of concentrated disadvantage present in each school.
The calculation of the level of disadvantage in each school is based on the socio-economic background of their pupil cohort using centrally held data as previously outlined and is not based on the location of the school but on the geographical CSO Small Areas where the pupil cohort resides.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at:https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
DEIS Plan 2017 states that the improved data on the socio-demographic of schools resulting from the new identification model will have an impact not only on the assessment of schools for inclusion in the programme but also on the scaling of resources to allow for more graduated levels of support. This in turn allows for the ultimate objective of allocating resources to best meet the identified need of individual schools.
In order to achieve this, the current identification model needs to be as accurate as possible and this will be facilitated by the use of Eircode to ensure correct inputting of addresses. Further analysis is also required to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation.
Therefore, in order to ensure the quality of the address data and conduct further analysis, it is not intended to extend the DEIS Programme to any further schools until this work is complete.
71. Deputy Thomas Pringle asked the Minister for Education and Skills the funding that has been approved for an institution (details supplied) in the past three years; the funding that has been specifically indicated for the campus at a location as part of that funding; the system used to ensure that allocations are used for the purpose proposed; and if he will make a statement on the matter. [2729/19]
View answerMy Department allocates the recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions including Institutes of Technology (IoTs) such as Letterkenny Institute of Technology (LYIT).
In previous years, similar to a number of higher education institutions, LYIT experienced some financial difficulties. Following engagement with the HEA a 3 year financial plan was agreed with LYIT which has been subject to ongoing monitoring by the HEA. The plan included a rebranding of the School of Tourism in Killybegs to grow profile and potential demand, continue part-time student growth, development of new undergraduate programmes and other cost cutting measures which were rolled out across the campus.
My Department agreed to allocate ring-fenced funding of €750,000 to LYIT in respect of the Tourism College for a period of four years to 2020.
I am pleased to understand that as a result of the above steps and the recent overall increases in current funding to the higher education sector, there are signs of significant improvement in LYIT’s financial position, with a surplus of €694,000 achieved for the 2016/17 financial year and an overall accumulated a surplus of €2.3 million at year end.
Details of the current funding allocated by the HEA to LYIT, including the ring-fenced funding provided for Killybegs, is set out in the table.
|
2016 |
2017 |
2018 |
|
|
Core Grant |
€11,408,502 |
€12,534,722 |
€13,747,305 |
|
Ring-fenced Funding |
€0 |
€750,000 |
€750,000 |
|
Fees & Other |
€2,818,289 |
€3,332,106 |
€3,245,679 |
|
Total |
€14,226,791 |
€16,616,828 |
€17,742,984 |
72. Deputy Catherine Martin asked the Minister for Education and Skills if consideration will be given to reinstating the Gaeltacht grant at third-level to student teachers. [2745/19]
View answerThere is no provision currently in my Department's budget for this grant or an element thereof in 2019. The decision to stop the Gaeltacht placement grants was taken during the economic crisis when, unfortunately, very difficult decisions had to be made to stabilise the nation's finances. Priority was given to protecting resources for front line education services as far as possible.
The Deputy should note that, to assist with the costs of the Gaeltacht placement, students who are in receipt of a student grant which includes a 100% fee grant, or who would have qualified for a full fee grant but for the Free Fees Scheme, can apply for funding towards travel and accommodation costs under the field trip element of a fee grant, subject to the normal terms and conditions of the student grant scheme. Apart from this, in circumstances of particular need, students may apply for support under the Student Assistance Fund. Information in relation to this fund is available through the Access Officer in the third level institution attended.
74. Deputy John Brady asked the Minister for Education and Skills the alternative accommodation arrangements for a school (details supplied) once the lease expires on its current temporary accommodation in County Wicklow; and if he will make a statement on the matter. [2660/19]
View answerAs the Deputy is aware a major capital project for the provision of permanent accommodation for the school referred to by the Deputy to cater for a long term projected enrolment of 1,000 pupils is being addressed through my Department's Capital Programme.
With regard with the school’s interim accommodation, as the Deputy is aware the lease on the school's temporary accommodation is due to expire on the 30th April 2019 and the property is up for sale. My Department’s preferred option for interim accommodation is for the school to remain in this location. Accordingly, my Department has indicated to the owner of the property that it would be interested in exploring the potential to licence or lease the property from a potential purchaser should the purchaser be amenable to such an arrangement.
My Department is also exploring other options should it not be possible for the school to remain in the existing property. In this context, my Department is engaging with the patron body of the school and KWETB regarding all other possible short term accommodation solutions.
75. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the school building programme is proceeding in line with expectations nationally and throughout County Kildare; and if he will make a statement on the matter. [2733/19]
View answerThe Deputy will be aware that my Department's Capital Programme continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places.
The 2019 Primary and Post Primary Infrastructure allocation amounting to €672m will be expended primarily on the delivery of large scale projects and on the Additional Accommodation Scheme. Typically, expenditure levels of between 70% and 80% of the capital allocation available to schools annually is in respect of large scale projects and the Additional Accommodation Scheme. The balance available in 2019 will be expended on site acquisitions, the Summer Works Scheme, the Emergency Works Scheme, furniture and equipment provision and other smaller programmes.
The Capital Programme details the school projects that are being progressed through the architectural planning process, including schools at primary and post primary level in County Kildare. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme can be found on my Department's website www.education.ie and this information is updated regularly.
The Deputy will also be aware of my announcement in April 2018 regarding the establishment of 42 new schools, including new primary schools in Maynooth, Leixlip and Naas and a new post primary school in Enfield to meet demand in the Kilcock school planning area, over the next four years (2019 to 2022). This announcement followed nationwide demographic exercises carried out by the Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.
76. Deputy Darragh O'Brien asked the Minister for Education and Skills his views on the lack of secondary school places in north County Dublin, specifically in Malahide, Kinsealy, Portmarnock and Swords; and if he will make a statement on the matter. [2540/19]
View answerI wish to advise the Deputy that the current status of large-scale projects, including those in North County Dublin, being delivered under the school building programme may be viewed on my Department's website, www.education.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
As the Deputy will be aware, 2 Post Primary schools have been established to provide additional school capacity in the Malahide/Portmarnock and Swords area in North County Dublin. These schools opened in temporary accommodation in September 2018.
The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. In this regard, I can confirm that my Department has recently received applications for such funding from two Post Primary schools in North County Dublin. These applications will be assessed and a decision will be conveyed to the school authorities when the assessment process has been completed.
All school capital projects that have been approved by my Department under the Additional Accommodation Scheme, may be viewed on my Department’s website, www.education.ie, and this is updated regularly.
77. Deputy John Curran asked the Minister for Education and Skills the actions he will take to accelerate the narrowing of the gap between DEIS and non-DEIS schools and further improve the outcomes for those attending DEIS schools in view of the recent evaluation report of DEIS schools which shows a narrowing of the gap between the schools; and if he will make a statement on the matter. [2661/19]
View answerI welcome the findings in this latest ERC evaluation of the DEIS programme which shows a narrowing of the gap between DEIS and non-DEIS schools both in terms of performance at Junior Certificate level and retention rates. It is also very encouraging to see a rise in the percentage of students in DEIS schools taking English and Mathematics at Higher Level.
This research provides further valuable evidence that the DEIS programme is working. These improvements would not be possible without the commitment and dedication shown by the principals and teachers in these schools.
It is also worth noting that the study also supports the rationale for providing additional supports to those schools with the highest concentrations of students from disadvantaged backgrounds.
However, it is still apparent that a gap still remains between DEIS and non-DEIS schools. The aim of DEIS Plan 2017 is to continue to work towards narrowing this gap and it contains 108 actions regarding the implementation of the Plan. Work has commenced on the implementation of these actions in with a focus on targeting extra resources as closely as possible at those students with the greatest level of need.
For the first time key targets have been set in specific areas such as literacy and numeracy, retention rates and progression. All DEIS schools receive a suite of supports with those with the highest levels of disadvantage benefiting from lower class size. DEIS schools receive financial resources in the form of a DEIS grant as well as an enhanced book grant. They also have access to literacy and numeracy supports, priority access to professional development and the Centre for School Leadership, enhanced guidance allocation, access to Incredible Years and Friends Programme, access to School Meals Programme and Home School Community Liaison Scheme and School Completion Programme.
Another example of an action we are taking to narrow the gap is the School Excellence Fund-DEIS. This enables schools to apply for funding to implement innovative programmes which are context-specific and aimed at improving learning outcomes. Full details on DEIS Plan 2017 can be found at: https://www.education.ie/en/Publications/Policy-Reports/DEIS-Plan-2017.pdf
The implementation of the various actions, to further improve the educational outcomes of those attending DEIS Schools, will continue during 2019.
78. Deputy Joan Burton asked the Minister for Education and Skills the status of the remedial works carried out in primary schools in Tyrellstown recently; the estimated cost of the works; if the work has been completed; and if he will make a statement on the matter. [2771/19]
View answerPrecautionary works to the two primary schools in Tyrellstown were completed on the 12th of December last. These are interim measures to ensure that the buildings can be safely occupied. St. Luke's NS opted to return to its building at that time. Tyrellstown ETNS opted to return to it building after the Christmas holidays and is in full occupation since then.
The second phase of assessments at schools built by Western Building Systems was initiated on Friday, 18/1/19.
This involves detailed investigations to determine and design permanent remediation solutions across the 40 buildings concerned.
This second-phase programme will focus initially on the bundle of 22 schools in which precautionary measures were implemented. This includes the two schools In Tyrrelstown.
Five schools are scheduled for detailed assessments in the first tranche of the second phase assessment programme. These are:
|
Presentation Convent NS Portarlington |
|
Carrigaline ETNS |
|
Scoil Chaitlin Maude NS, Tallaght |
|
Gaelscoil Eiscir Riada, Lucan |
|
St. Paul’s NS Ratoath |
Second-phase investigations also includes Ardgillan Community College, part of which remains closed.
Investigation work in these schools will take place over successive weekends, starting 18/01/19. This approach is to prevent disruption to the schools and so that they can open the following Monday morning.
A schedule for investigations in the remainder of the 22 schools in which precautionary measures were implemented, including the Tyrrelstown schools, will be finalised when assessments of the first five are completed.
Building investigations in schools that did not require precautionary measures will be scheduled for the 2019 summer break.
John Sisk & Son has been appointed as the contractor to conduct the opening-up and testing works to facilitate the investigations. Ove Arup and Partners Ireland Limited (t/a Arup) has been appointed to carry out the investigations and to design the permanent engineering solutions as required for each individual school.
The delivery of the permanent remediation solutions works will be planned when the extent of the work needed is established. Works will be prioritised for delivery with the aim of maximising use of school holiday periods.
Precautionary measures will remain in place at the schools until permanent solutions have been implemented.
As precautionary works only have been carried out in the Tyrrelstown schools, the estimated costs for the complete project, which will include the permanent solution when devised, are not yet available.
79. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the reason involvement in the extra curriculum activities of sports is not being considered as part of the timetabled wellness programme in second-level schools. [2548/19]
View answerMy Department fully supports the promotion of healthy lifestyles in schools and has issued circulars to support and strengthen schools’ efforts in developing in young people the skills and attitudes needed to make informed decisions about their health. Through the curriculum students are taught the key skills and knowledge to enable them to make healthier life choices.
All post primary schools must provide a wellbeing programme as part of its timetable to junior cycle students. In this Wellbeing programme, Civic Social and Political Education (CSPE), Social Personal Health Education (SPHE) and Physical Education are given equal parity in supporting student learning in Wellbeing and are allocated similar time over the three years of junior cycle. Key events within the school calendar which involve all students are also incorporated in a Wellbeing programme and may include sporting activities such as sports day.
Another significant development in the area of physical education is the introduction on a phased basis from September 2018 of a new examinable Leaving Certificate Physical Education subject and a new non-examinable Framework for Senior Cycle Physical Education.
80. Deputy John Brady asked the Minister for Education and Skills if a site has been identified for a new school build (details supplied); and if he will make a statement on the matter. [2659/19]
View answerAs the Deputy may be aware, a building project for the school in question is included in my Department's capital programme.
Officials in my Department have identified a preferred site for the school and negotiations are ongoing at present.
Officials are working to progress matters as expeditiously as possible in order to facilitate the school building at the earliest possible date. The school patron body is being kept informed on the matter.
81. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the availability on an ongoing basis of sufficiently qualified young persons with the skill set requirement sufficient to meet the demands of the modern workplace, academically and technically; the degree to which corrective steps are needed to address deficiencies in this area in the future; and if he will make a statement on the matter. [2734/19]
View answerThe education and training system at all levels has a number of key strategies in place to ensure we meet existing and future skills demands in the workplace and equip young people with the skills to meet these demands, to enhance the level of human capital in Ireland and provide a solid basis for long-term economic sustainability and rising living standards. These strategies include, in particular, the National Skills Strategy 2025 and the Action Plan for Education 2016-2019, .
According to an OECD 2017 Report, the employment prospects and expected financial benefits from completing tertiary education in Ireland are also higher than in most other European countries, suggesting that the education system provides skills that are relevant to the labour market.
In relation to graduate supply, in 2017 there were a total of 48,931 graduates from the Higher Education system. Of this number, a significant proportion were in key skills areas, 2,765 were in ICT, 5,729 in Engineering Manufacturing and Construction and 4,200 in Science and Maths.
A new ICT Skills Action Plan has been developed by my Department in consultation with the Department of Business, Enterprise and Innovation, the National Skills Council and other key stakeholders and is expected to be published shortly. A central objective of the Plan is to increase graduate supply in this critical skills area.
I am satisfied that these and other important elements of my Departments strategies ,developed in collaboration with key stakeholders, will help ensure that we are well prepared to meet our skills needs on an ongoing basis and to support the long-term success of our economy.
82. Deputy Louise O'Reilly asked the Minister for Education and Skills the status of and timeframe for the completion of work on a school (details supplied); and if he will make a statement on the matter. [2629/19]
View answerAs the Deputy may be aware, the project to which she refers has been devolved for delivery to the local Education & Training Board (DDLETB). The Department is currently liaising with DDLETB with a view to resolving some issues that have arisen in respect of the project. These issues need to be addressed prior to proceeding to tender stage.
My Department acknowledges that the delivery of this project has taken longer than originally envisaged. I want to assure the Deputy that when the remaining issues are resolved my Department will be giving approval for the project to proceed to tender and construction. While it is not possible to say exactly when, it is hoped that these issues will be resolved shortly.
83. Deputy Jan O'Sullivan asked the Minister for Education and Skills the programmes in place to improve workplace literacy, particularly in the context of the report of the Expert Group on Future Skills Needs and the sizeable number of persons in the workforce that need to improve their literacy, numeracy or digital skills in order to progress in the workplace; and if he will make a statement on the matter. [50417/18]
View answerAdult education and training is a crucial component of the European Commission's long term strategy The EU Skills Agenda. Ireland is participating in this agenda through a range of measures including developing initiatives to support 'Upskilling Pathways' designed to improve workplace literacy, numeracy and digital skills and one of the main legislative proposals of the " New Skills Agenda for Europe"
My Department has established an Upskilling Pathways multi-agency steering group to identify priority cohorts and appropriate measures to implement the Upskilling Pathways Recommendation.
As part of the Upskilling Pathways initiative, my Department launched the Skills to Advance Programme in September 2018 with a specific focus on those who lave lower skills levels and who need more opportunities to advance in their working lives and careers.
84. Deputy Eoin Ó Broin asked the Minister for Education and Skills the gap between the provision of and need for special ##needs assistants in classrooms in schools especially in Lucan, County Dublin, Clondalkin and Dublin 22; and his plans to increase investment in 2019 and 2020 to meet current need. [2643/19]
View answerThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie , in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
By the end of 2018 there were nearly 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The SNA allocation for Dublin increased from 2,869 posts at the end of the last school year to 4,234 posts for the 2018/19 school year.
I am satisfied that the very significant levels of additional provision we have made in recent years, to provide for extra SNAs, means that all schools, including those in Lucan, Clondalkin and Dublin 22, are sufficiently resourced to provide for the special educational needs and care needs of children in their schools.
85. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a bheidh an t-athbhreithniú atá á dhéanamh maidir le díolúintí do dhaltaí scoile ón nGaeilge a fhoghlaim críochnaithe agus na cinntí a éireoidh as déanta; agus an ndéanfaidh sé ráiteas ina thaobh. [2633/19]
View answerTá an comhairliúchán poiblí maidir le beartas agus cleachtas na Roinne maidir le díolúintí ó staidéar na Gaeilge a seoladh ar 7 Nollaig 2018 críochnaithe anois.
Tá an-áthas orm leis maidir leis an leibhéal rannpháirtíochta, nach bhfacthas riamh roimhe, a chruthaigh an comhairliúchán sin. Fuarthas os cionn 10,000 freagra ar an suirbhé ar líne féin. Déanfar anailís chúramach ar fhreagraí ar an suirbhé ar líne agus ar aon fhaisnéis bhreise a gheobhaidh mo Roinn le linn na tréimhse comhairliúcháin agus déanfaidh sé sin eolas d'aon athbhreithniú breise is gá ar na dréachtchiorcláin athbhreithnithe a chuirfear i láthair sa Páipéar Comhairliúcháin a threorú.
Táthar ag súil leis na ciorcláin athbhreithnithe nua faoina bhféadfar díolúintí ó staidéar na Gaeilge ag leibhéal bunscoile agus iar-bhunscoile a cheadú a fhoilsiú roimh dheireadh na scoilbhliana seo le cur i bhfeidhm ag scoileanna ó Mheán Fómhair 2019.
86. Deputy Tony McLoughlin asked the Minister for Education and Skills the reason a school (details supplied) was granted a third deputy principal in view of the fact that office space for that position will not be provided; the way in which the building in its current form will adequately service 900 students in view of the change in building specifications since the school was built; the reason a third ASD class has been approved for allocation at the school while the school only has space for two in view of the fact agreement has not been given to build the additional space needed to develop same; and if he will make a statement on the matter. [2646/19]
View answerI wish to advise the Deputy that the appointment of Deputy Principals, as per the Department's Circular 0007/2018, is based on confirmed enrolments at a school. The school in question qualified for the third Deputy Principal on this basis.
The current priority of my Department is the provision of essential classroom accommodation for additional teaching posts where no provision exists within the existing school building. It was not possible to provide funding for a specific designated space for the Deputy Principal post in question.
I can confirm to the Deputy that the school has submitted an application for funding to increase its Special Educational Needs accommodation to include a third class base and my Department has been in contact with the school in this regard. The application is currently being assessed and a decision on the application will be conveyed to the school authority shortly.
87. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of the school redevelopment project at a school (details supplied); and if he will make a statement on the matter. [2770/19]
View answerA building project for the school referred to by the Deputy is included in my Department's 6 Year Construction Programme .
In this regard my Department has undertaken a technical site visit to the school and the project brief is currently being determined. My Department will be in further contact with the school Patron when this process has been completed.
In the interim period, my Department has approved the provision of additional temporary accommodation (a block of 8 temporary classrooms) to cater for the immediate needs of the school.
88. Deputy Clare Daly asked the Minister for Education and Skills the procedures in place for the inspection of school buildings to ensure they comply with health, fire and safety issues particularly older school buildings; and if he will make a statement on the matter. [2642/19]
View answerIn accordance with the Safety, Health and Welfare at Work Act, it is the responsibility of school management authorities to have a safety statement in place in their schools. Schools are obliged to identify possible hazards, assess the risks to health and safety and put appropriate safeguards in place.
Individual school authorities are responsible, in the first instance, for ensuring the safety and welfare of children and others in their care. It is open to school management authorities or individuals to make direct contact with the Health and Safety Authority in relation to matters of concern to them and my Department would not necessarily be aware of such communication. Where they are issued, notifications from the Health and Safety Authority are sent to the management authorities of schools, in the first instance.
Provision is built into the School Building Programme to enable schools to address urgent health and safety problems. Primary schools are given an annual allocation, currently amounting to €5,500 plus €18.50 per mainstream pupil and €74 per special needs pupil attending a special school or special class, under the grant scheme for minor works which can be used entirely at the discretion of school management to address basic health and safety issues relating to the school infrastructure.
In addition, my Department’s Summer Works Scheme provides capital grants for small scale improvement works at primary and post-primary schools during the summer holidays. A total of 307 schools were recently approved in excess of €40m to carry out improvement works during summer 2019. A new Summer Works Scheme will open for applications in Q1 2019 for projects to be delivered from summer 2020 onwards.
My Department also sets-aside a contingency sum each year to deal with emergency works in primary and post-primary schools, including health and safety works. Urgently required health and safety works may be grant-aided under the Department’s Emergency Works Scheme.
