Written Answers Nos. 101-125
101. Deputy Maureen O'Sullivan asked the Minister for Education and Skills if he will provide the relevant departmental geographic information systems, GIS, data, that is, enrolments and other relevant data which is mapped for the Finglas, Ballymun, Dublin 11, school planning area. [42348/19]
View answerIn order to plan for school provision and analyse the relevant demographic data in a way that takes account of the significant local and regional variations in demographic trends and enrolment projections, my Department divides the country into 314 school planning areas, of which some 40 are in Dublin.
Using school planning area boundaries within my Department’s Geographic Information System (GIS) allows data within those boundaries, including data for enrolments in schools, child benefit and other relevant data to be added to the mapping information, grouped and analysed. The GIS records the number of primary and post-primary schools within each planning area, the combined enrolments for all of the schools within each area, including total enrolment and enrolment in each class group, together with the relevant child benefit data for the area.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of Small Areas in Census 2011, these feeder areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
These school planning areas are used in the demographic exercise as a basis for the assessment of areas of growth and to inform recommendations on the establishment of any new schools required in that school planning area.
There are currently nine primary schools and one post-primary school in the FinglasEast_ BallymunD11 school planning area as set out in the table.
|
Roll_No |
School_Name |
Address_1 |
Address_2 |
Address_3 |
|
18038B |
ST MARGARETS N S |
ST MARGARETS |
CO.DUBLIN. |
|
|
18682F |
ST CANICES B N S |
FINGLAS |
DUBLIN 11 |
|
|
18683H |
ST CANICES G N S |
FINGLAS |
DUBLIN 11 |
|
|
19208F |
HOLY SPIRIT B N S |
SILLOGE RD |
BAILE MUNNA |
ATHA CLIATH 11 |
|
19209H |
SN AN SPIORAID NAIOMH C |
SILLOGUE RD |
BALLYMUN |
DUBLIN 11 |
|
19430G |
SCOIL AN TSEACHTAR LAOCH |
BALLYMUN ROAD |
DUBLIN 11 |
|
|
19431I |
ST JOSEPHS JNR |
BALCURRIS |
BALLYMUN |
DUBLIN 11 |
|
19583I |
ST JOSEPHS SENIOR N S |
ST JOSEPHS SENIOR NS |
BALCURRIS |
BALLYMUN |
|
20059V |
MOTHER OF DIVINE GRACE |
HOLY FAITH NS |
FERNDALE AVE |
BALLYGALL |
|
Post-Primary |
|
|
|
|
|
Roll_Number__ |
School_Name |
Address1 |
Address2 |
Address3 |
|
60511O |
Beneavin De La Salle College |
Beneavin Road |
Finglas |
Dublin 11 |
Details of the enrolments for each of these schools are available on my Department's website www.education.ie.
A copy of the FinglasEast_BallymunD11 school planning area map is at the link.
102. Deputy Sean Fleming asked the Minister for Education and Skills if an appeal by a school (details supplied) will be examined in respect of the possible suppression of a teaching post; and if he will make a statement on the matter. [42357/19]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the 30 September 2018. However, the staffing arrangements for primary schools includes the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment for the following September, in this case September 2019.
The school referred to by the Deputy was granted a developing post on the basis of projected enrolments on 30th September. However, the school has not achieved the required enrolment to retain the developing post for the remainder of the school year. The school has submitted an appeal to the October meeting of the Primary Staffing Appeals Board seeking to retain this post. The Primary Staffing Appeals Board will meet shortly to consider staffing appeals and the school will be notified of the outcome of the appeal.
103. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills if a decision will be reviewed to suppress a provisionally granted developing post to a school (details supplied); if the details contained in the appeal will be taken into consideration; the impact such a decision will have on the school; and if he will make a statement on the matter. [42380/19]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the 30 September 2018. However, the staffing arrangements for primary schools includes the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment for the following September, in this case September 2019.
The school referred to by the Deputy was granted a developing post on the basis of projected enrolments on 30th September. However, the school has not achieved the required enrolment to retain the developing post for the remainder of the school year. The school has submitted an appeal to the October meeting of the Primary Staffing Appeals Board seeking to retain this post. The Primary Staffing Appeals Board will meet shortly to consider staffing appeals and the school will be notified of the outcome of the appeal.
104. Deputy Willie O'Dea asked the Minister for Education and Skills if his attention has been drawn to the fact that there are insufficient ASD units in mainstream schools to accommodate demand; his plans to deal with same; his views on whether establishing an ASD unit in mainstream schools should be entirely at the discretion of the school, particularly in cases in which there is a high level of demand in the catchment area of the school; and if he will make a statement on the matter. [42382/19]
View answerThe provision of education for children with special needs is an ongoing priority for Government. Currently, we spend almost 20% of the total Education Vote or €1.9bn on supporting children with special needs.
The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels and so too is the number of children receiving support across the continuum that includes mainstream classes, special classes and schools. Our commitment is provide each child with an education in accordance with his/her need.
An additional 1,050 specialised places have been provided this school year, with 167 new special classes. This brings the total number of special class places to over 9,700, almost a trebling provision since 2011. Over 80% of these are ASD special class places.
125 special schools also provide specialist education for students with complex special educational needs including ASD. These schools now provide over 8,000 places compared to 6,848 in 2011.
Budget 2020 provides for an additional 1,064 SNA posts and 400 new special eductaion teacher posts to cater for new need next year.
Details of all special classes for children with special educational needs including special classes for Autism are available by county on the NCSE website www.ncse.ie
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs.
The Council has well established structures in place to plan and coordinate special education provision throughout the country.
Normally, special classes are established with the full cooperation of the schools in areas where they are required
However there are some parts of the country where the Council faced challenges in getting schools and their Patrons to voluntarily agree to provide special class or school places.
I know that this has caused much anguish for parents and families involved.
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
The legislation was used for the first time back in April in respect of the Dublin 15 area.
We have made significant progress in a relatively short period with the opening 7 new special classes and a new Special School that will provide 88 places for children with special needs.
The new places will help these families and ensure that the children concerned have access to education.
The experience of Dublin 15 shows the real and practical challenges that can be addressed when opening new special classes and how we can resolve these challenges by working together and in partnership.
The NCSE is continuing its work at local level to ensure all children can access a suitable school placement for the forthcoming school year and beyond.
As Minister, I would much prefer that schools provide the necessary places for children in their community. Where this is not the case, I am prepared to use the legislation to ensure that children can access a suitable education.
105. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the proportion of the €670 million in budget 2020 for school buildings in 2020 that will be allocated to fixing the structural defects discovered in more than 40 school buildings built by a company (details supplied); and if he will make a statement on the matter. [42384/19]
View answerAs the Deputy will be aware, my Department is liaising with the Chief State Solicitor’s Office and the Attorney General’s Office in relation to the on-going legal process related to the schools built by the contractor to which he refers. He will also be aware that proceedings have issued in a number of schools to date. The next date Court date is expected to be in October 2019. For legal reasons, my Department is not in a position, at this time, to provide any costs including legal, professional and other costs including construction and renovations costs to date.
106. Deputy Pearse Doherty asked the Minister for Education and Skills the reason for delays being experienced in progressing a project to provide additional classroom accommodation at a school (details supplied) in County Donegal; if his attention has been drawn to the impact the stalemate is having on the ability of the school to meet the accommodation and educational needs of students; and if he will make a statement on the matter. [42386/19]
View answerI am pleased to advise the Deputy that the Additional Accommodation project at the School to which he refers was approved to proceed to the Planning Application Stage in early October, 2019.
As responsibility for the delivery of the project has been devolved to the school, it is now a matter for the Board of Management to advance the project.
107. Deputy Pearse Doherty asked the Minister for Education and Skills if correspondence sent to him by a school (details supplied) in County Donegal has been received; when a response will issue; the actions that will be taken to remedy the situation with a view to improving accommodation at the school; and if he will make a statement on the matter. [42387/19]
View answerThe correspondence to which the Deputy refers has been received in my Department and a response is in the process of issuing. This correspondence raises issues in relation to the condition of temporary accommodation currently on site.
In this regard, the school authorities should submit an application to my Department for consideration for replacement temporary accommodation in order to address their current accommodation needs.
The major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design, which includes the application for statutory approvals and the preparation of tender documents.
A replacement Quantity Surveyor has recently been appointed to the project who is currently working with the Design Team members on the completion of the Stage 2(b) submission which will incorporate NZEB requirements.
The Department understands that the Design Team is currently finalising work on the Stage 2(b) submission which is expected to be submitted shortly to the Department for review.
Upon receipt and review of the Stage 2(b) submission the Department will be in contact with the school regarding the further progression of this project at that time.
My Department has also received correspondence in relation to a suggested decant proposal during construction. The school has been advised that any proposals in relation to decant would need to be discussed in the first instance with the school’s design team and would then require the submission of a fully costed Brief Change Request by the design team to the Department.
The Department understands from the school that it intends to have a meeting with the Design Team to discuss further the proposals in relation to the decant.
108. Deputy Darragh O'Brien asked the Minister for Education and Skills if his attention has been drawn to the severe shortage of secondary school places in Rush, County Dublin, in which over 100 students are on a waiting list for a school (details supplied); the steps he is taking to resolve the issue; and if he will make a statement on the matter. [42420/19]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
As the Deputy will be aware, in April 2018 the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). While the announcement did not include a new post-primary school for the area referred to by the Deputy, the requirement for new schools will be kept under on-going review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040. A new 1,000 pupil post-primary school was established in 2013 to serve the Rush & Lusk school planning area and had an enrolment of some 650 pupils in 2018/19.
As the Deputy will be aware, a building project for the school referred to by the Deputy is included in my Department’s capital programme to be delivered as part of the National Development Plan (NDP). A site is being acquired by my Department for this purpose. In the meantime, my Department recently approved temporary accommodation for the school to meet its interim accommodation needs.
I wish to advise the Deputy that the current status of large-scale projects being delivered under project Ireland 2040 may be viewed on my Department's website, www.education.ie and this information is updated regularly.
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 also updated regularly.
109. Deputy Seán Haughey asked the Minister for Education and Skills the number of pupils who can be enrolled in a new Educate Together post-primary school (details supplied); if the number can be increased; if the catchment area for the new school is Donaghmede, Howth, Dublin 13, Belmayne and Clongriffin; if the catchment area can be revised in order that children can attend the school nearest to them; the arrangements in place for the revision of school catchment areas generally to take account of rapidly developing areas such as the Dublin city north fringe; and if he will make a statement on the matter. [42442/19]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
The school planning areas are used in the demographic exercise as a basis for the assessment of areas of growth and to inform recommendations on the establishment of any new schools required in that school planning area. There are no current plans to revise school planning areas.
In April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including a new 1,000 pupil post-primary school to be established in 2019 to serve the Donaghmede_Howth_D13 school planning area. Patronage of the new school was awarded to Educate Together and the school opened in suitable interim accommodation in September 2019 pending delivery of the permanent accommodation for the school.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the designated school planning area where they have sufficient places.
The question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and the Department does not seek to intervene in decisions made by schools in such matters.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of the Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school. Further information on the Section 29 appeals process is available on the Department's website www.education.ie. The Education Welfare Service of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
110. Deputy Niamh Smyth asked the Minister for Education and Skills the status of the new school building for a school (details supplied); and if he will make a statement on the matter. [42445/19]
View answerI am pleased to inform the Deputy that the building project for the school to which he refers is being devolved for delivery to Cavan & Monaghan Educational Training Board (CMETB).
The first step in this process is the execution of a Service Level Agreement (SLA) between my Department and CMETB. This is currently being arranged.
Once the SLA is in place, the ETB will procure a Design Team for the project to design the buildings, obtain the necessary statutory planning permissions, and move the project onward to tender and construction in due course.
111. Deputy Niamh Smyth asked the Minister for Education and Skills the status of a funding application by a school (details supplied); when the application will progress to the next stage; and if he will make a statement on the matter. [42451/19]
View answerThe major building project referred to by the Deputy is currently 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.
The Department has recently authorised the Design Team to commence the pre-qualification process to shortlist contractors. Pre-qualification normally takes between 8 and 12 weeks to complete.
When pre-qualification is complete the project will then be progressed to tender stage.
A tender stage normally takes between 7 and 8 months to complete.
112. Deputy Dara Calleary asked the Minister for Education and Skills further to budget 2020 the current and capital allocation to An Comhairle um Oideachas Gaeltachta agus Gaelscolaíochta in 2020. [42454/19]
View answerThe overall allocation to the Department of Education and Skills was announced in Budget 2020 but the final allocation will not be decided until the Revised Estimates Volume (REV) is agreed between my Department and the Department of Public Expenditure and Reform towards the end of the year. It is at this stage that current and capital allocations to individual budget line areas will be allocated for 2020 and that will be subject to the 2020 REV being approved by the Oireachtas later in 2020.
113. Deputy James Lawless asked the Minister for Education and Skills if maps of the current school planning areas are available; and if a copy is available for use by schools. [42477/19]
View answerIn order to plan for school provision and analyse the relevant demographic data in a way that takes account of the significant local and regional variations in demographic trends and enrolment projections, my Department divides the country into 314 school planning areas, of which some 40 are in Dublin.
Using school planning area boundaries within my Department’s Geographic Information System (GIS) allows data within those boundaries, including data for enrolments in schools, child benefit and other relevant data to be added to the mapping information, grouped and analysed. The GIS records the number of primary and post-primary schools within each planning area, the combined enrolments for all of the schools within each area, including total enrolment and enrolment in each class group, together with child benefit data relevant to the area.
These school planning areas are mapped on my Department's GIS system and are used in the demographic exercise as a basis for the assessment of areas of growth and to inform recommendations on the establishment of any new schools required in that school planning area.
New schools established since 2011 to meet demographic demand are required to prioritise enrolments from within the school planning area which the school was established to serve. This does not preclude new schools established since 2011 from enrolling pupils from outside of the designated school planning area where it has capacity to do so, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
When the patronage process for new schools commences, maps of the relevant school planning areas are made available on my Department's website.
The requirement on new schools established since 2011 to prioritise enrolment from a particular school planning area(s) does not apply to or impact on the majority of existing schools established prior to 2011.
The question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters.
114. Deputy Tom Neville asked the Minister for Education and Skills if a child (details supplied) can receive school transport in view of the circumstances; and if he will make a statement on the matter. [42484/19]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department. In the 2018/2019 school year over 117,500 children, including over 13,000 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €200m in 2018.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport if they are attending the nearest recognised mainstream school, special class / special school or a unit, that is or can be resourced, to meet the child's special educational needs under Department of Education and Skills criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
The School Transport Section of my Department has not received an application for the child referred to by the Deputy.
115. Deputy Robert Troy asked the Minister for Education and Skills further to budget 2020, the allocation to Skillnet Ireland in 2020. [42500/19]
View answerSkillnet Ireland is funded by my Department through the National Training Fund (NTF) to act as an enterprise-led support body dedicated to the promotion and facilitation of enterprise training and workforce development as key elements in sustaining national competitiveness. Its primary role is to increase participation in enterprise training by companies to upskill the workforce and provide greater access for workers to skills development.
Skillnet Ireland operates a joint funding model where training is funded by combining contributions from employers with Skillnet grants.
Skillnet Ireland has been allocated €36 million in 2020, an additional €8 Million in NTF funding over 2019. This increase was allocated to support 7,000 additional participants on Skillnet Ireland programmes including a new digital skills initiative to assist with ICT shortages across the country and an SME upskilling scheme to assist in addressing productivity issues of indigenous SMEs. Skillnet Ireland will provide training to 69,000 participants in 2020.
116. Deputy Brendan Smith asked the Minister for Education and Skills the stage a proposed building project (details supplied) is at; when the project will proceed to the next stage; the timescale for the overall development; and if he will make a statement on the matter. [42571/19]
View answerMy Department understands that it is the intention of the patron of the facility in question to engage with the local authority relating to the options available to progress the future development of the facility. My Department has requested that it is kept informed of progress in this regard.
117. Deputy Joan Burton asked the Minister for Education and Skills the progress on the proposed PLC course at a school (details supplied); if his attention has been drawn to the fact that the proposed PLC course at another school has been postponed; and if he will make a statement on the matter. [42615/19]
View answerThe Further Education and Training (FET) sector provides a broad range of provision at levels 1 to 6 of the National Framework of Qualifications, to meet the needs of over 300,000 learners.
The Post Leaving Certificate (PLC) programme is the largest of the full time FET programmes with over 30,000 PLC places available annually. PLC provision is planned at a national level by SOLAS and the vast majority of courses are delivered through Education and Training Boards (ETBs). In the context of the annual planning of FET provision, it is a matter for each ETB to determine how best to distribute and plan the programme allocations to meet the further education and training needs of their area.
FET provision for Dublin 15 is planned by Dublin Dun Laoghaire Education and Training Board (DDLETB). This year almost 2,697 PLC places were allocated to DDLETB and almost 7,201 PLC places were allocated to City of Dublin ETB.
I understand that as part of a plan to establish PLC provision in the Dublin 15 area, Dublin and Dún Laoghaire Education and Training Board (DDLETB) worked with Blakestown Community School and Riversdale Community College to start delivery of a total of 3 PLC courses commencing in September 2019. Following promotion campaigns which included leaflet drops, information sent to schools, website advertising and social media, the take up was slow in both schools. Blakestown postponed start up until September 2020 and as only two applicants turned up to start in Riversdale, this college also decided to postpone and arranged for the two students to be accommodated elsewhere.
DDLETB will continue to work closely with the Department and the community schools in Dublin 15 to support the establishment of PLC provision in 2020.
118. Deputy Joan Burton asked the Minister for Education and Skills his plans to further develop partnerships between patronage bodies further to the recent example of a partnership between a community college and Educate Together in respect of establishing a post-primary school in Dublin 7; his plans to extend this model of school patronage to other educational patrons; and if he will make a statement on the matter. [42616/19]
View answerThe school to which the Deputy refers is under the patronage of City of Dublin Education and Training Board (CDETB).
Partnership arrangements such as that referred to by the Deputy are a matter for patron bodies in the first instance. I was happy to support the patrons' proposal in relation to this particular school and another ETB school in Dublin 12 as it has the potential to enhance the available options for parents in these areas and it may prove to be a model that can be applied elsewhere. My Department will engage with the bodies concerned and I look forward to monitoring progress.
119. Deputy Joan Burton asked the Minister for Education and Skills if an analysis has been conducted of the demand for primary school places in the Dublin 15 and Navan Road areas; his plans to ensure there is a sufficient number of primary school places in the Dublin 15 and Navan Road areas; and if he will make a statement on the matter. [42617/19]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
Where data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The following new primary schools were established in recent years to serve school planning areas in Dublin 15:
- a new 16 classroom primary school established in 2011 to serve the Blanchardstown_West_D15 school planning area;
- a new 16 classroom primary school established in 2011 to serve the Mulhuddart_Tyrellstown_D15 school planning area;
- a new 16 classroom primary school established in 2012 to serve the Mulhuddart_Tyrellstown_D15 school planning area;
- a new 16 classroom primary school established in 2015 to serve the Pelletstown area; and
- a new 16 classroom primary school established in 2017 to serve the Scribblestown_Finglas West school planning area.
As the Deputy will be aware, in April 2018 the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). The requirement for new schools will be kept under on-going review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040. My Department will also continue to monitor areas where the accommodation of existing schools may need to be expanded in order to meet the needs of the local population.
120. Deputy Joan Burton asked the Minister for Education and Skills if an analysis has been conducted of the demand for post-primary school places in the Dublin 15 and Navan Road areas, particularly in the areas of Diswellstown and Pelletstown; his plans to ensure there is a sufficient number of post-primary school places in the Dublin 15 and Navan Road areas; and if he will make a statement on the matter. [42618/19]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
Where data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The following new post-primary schools were established in recent years to serve school planning areas in Dublin 15:
- a new 1,000 pupil post-primary school established in 2017 to serve the Carpenterstown_D15 & Castleknock_D15 school planning areas as a regional solution;
- a new 1,000 pupil post-primary school established in 2014 to serve the Blanchardstown_West_D15 school planning area; and
- a new 1,000 pupil post-primary school established in 2014 to serve the Mulhuddart_Tyrellstown_D15 school planning area.
As the Deputy will be aware, in April 2018 the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022) including a new 1,000 pupil post-primary school to be established in 2020 to serve the adjacent Blanchardstown_West_Dublin15 and BlanchardstownVge_Dublin15 school planning areas as a regional solution.
The requirement for new schools will be kept under on-going review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040. My Department will also continue to monitor areas where the accommodation of existing schools may need to be expanded in order to meet the needs of the local population.
121. Deputy Joan Burton asked the Minister for Education and Skills the progress on a permanent school building for a school (details supplied); and if he will make a statement on the matter. [42619/19]
View answerThe procurement process for a bundle of projects is due to commence in the coming weeks with the publication of a contract notice to determine a shortlist of interested contractors. The new school building for the school referred to by the Deputy is part of this bundle of projects.
The procurement process (and the associated tendering to short-listed contractors) for this bundle of projects will be ongoing during Q4 2019 and Q1 2020.
It is anticipated that construction of this school building project will commence in Q2 2020. A phased construction programme is planned to facilitate occupation of the new permanent school building by end 2020/early 2021.
My Department is well aware of the urgency of this project and the issues in relation to it's current temporary location and will be working with the school authorities in relation to solutions for same.
122. Deputy Joan Burton asked the Minister for Education and Skills when the planned special school (details supplied) in Dublin 15 will officially open; and if he will make a statement on the matter. [42620/19]
View answer124. Deputy Joan Burton asked the Minister for Education and Skills his plans to provide the proposed special school in Dublin 15 (details supplied) with a full-time behavioural therapist, occupational therapist and speech and language therapist; and if he will make a statement on the matter. [42622/19]
View answerI propose to take Questions Nos. 122 and 124 together.
The new Danu Community Special School in Dublin 15, under the patronage of Dublin and Dun Laoghaire ETB has been established and will be catering for up to 40 students with complex needs.
A lot of work has been done over recent months including recruitment of teachers and SNAs and attendance at training. Danu Special School has now commenced the enrolment and transition process with a view to children starting in school after the mid-term break.
As the placements in the school come on stream over coming weeks, the NCSE will work closely with the School and keep in regular contact with the Parents of the children concerned.
The Home Tuition Grant is available to Parents in the interim.
I am anxious that the Principal, teachers, SNAs and other staff in the new school are appropriately supported during the challenging start-up terms.
My Department, through NEPS, the Inspectorate, the NCSE and in collaboration with the Middletown Centre for Autism developed a programme of professional support for the staff in this new special school.
This programme includes a period of intensive upskilling before the students commence school which has been delivered to the staff of Danu Special School.
This will be followed by ongoing mentoring, coaching and in-school support during throughout the school year.
The NCSE and National Educational Psychological Service (NEPS) have committed to ensuring that provision is in place to support the new school throughout the school year.
NEPS psychologists take a holistic, developmental perspective which considers the broad context of the needs of the student. NEPS has increased the time allocation for the psychologist assigned to Danu community special school to a level which is three times that which is normally afforded to a special school of a similar size. Furthermore, the NEPS psychologist assigned to the school has a background in ASD and additional training in behavioural support. The purpose of this increased level of support is intended to allow for a response to the initial need for individual casework and for systems level approaches to support the teachers in behaviour management, development and ongoing monitoring, and review of Student Support Plans and facilitating effective transition processes into the school. This work will take cognisance of and coordinate with support to be provided by the NCSE Support Services and any services available via the HSE.
In addition to the specific school based service, Danu is a school within the broad NEPS Dublin Region. It will be offered opportunities to participate in NEPS regional support and development initiatives within the region.
The NCSE Regional Team will work with the teachers and school with the overall aim of building teacher and school confidence and capacity to work with the children in their care. Training and professional development are a key part of this role.
NCSE Advisers will be available to provide professional help support and advice on an ongoing basis.
In addition, the NCSE will appoint a behavioural practitioner with a specific brief to work with DANU and other schools who are establishing special classes for students with autism. Arrangements are being made for the appointment of the Behaviour Practitioner and it is expected that the position will be filled in late 2019. A Behavioural practitioner will have a primary qualification in at least one of following areas: teaching, nursing, psychology, social work, social care and a related post graduate qualification in the area of Special Education or Intellectual Disability or other relevant fields.
My Department does not appoint Behavioural Specialists to schools. Instead, my Department is building school capacity through the provision of professional support by NEPS and the advisory and professional development programmes offered by the NCSE. Schools are advised to adopt a Continuum of Support which research findings indicate is an effective support model.
Speech and Language and Occupational Therapists are normally accessed through the HSE.
123. Deputy Joan Burton asked the Minister for Education and Skills if an appropriate site has been identified for the planned new post-primary school to serve the west Blanchardstown, Dublin15 and Blanchardstown village, Dublin15, school planning areas; and if he will make a statement on the matter. [42621/19]
View answerAs the Deputy is aware, a new post primary school for the Blanchardstown area was included in the announcement of new schools made in 2018.
In line with the policy on the use of State assets (Department of Public Expenditure and Reform Circulars 11/15 and 17/16), in the first instance my Department is seeking to maximize the use of sites already in its ownership and of available properties in the ownership of other State bodies, where these are considered suitable.
Identified site options are currently being considered by my Department. Unfortunately, due to certain sensitivities I am not in a position to indicate their location at this time, however, the proposed location for the school will be made known as soon as it is possible to do so.
125. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if the education budget to ensure all school secretaries are paid as public servants will be increased; and if he will make a statement on the matter. [39607/19]
View answerI recognise the very important work done by these staff, and the other support staff in the running of our schools. I have spoken to a number of school secretaries about their employment conditions and understand the issues they have raised.
In Budget 2020 I increased the number of secretaries in certain schools, allowing schools with enrolments of 500-625 to fill secretary vacancies provided they have fewer than 1.5 secretaries, and schools with enrolments of 626-699 will be permitted to fill vacancies provided they have fewer than two posts filled. These measures will take effect from September 2020.
Earlier this year I relaxed the moratorium for those C&C and ETB schools with enrolments of 700 and more which allow them to employ additional school secretaries up to a maximum of two per school. There are 91 schools in the C&C and ETB Sector who meet this criteria, based on the information currently available to this Department. This is an initial step and has taken immediate effect
Schemes were initiated in 1978 and 1979 for the employment of clerical officers and caretakers in schools. The schemes were withdrawn completely in 2008. These schemes have been superseded by the more extensive capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.
The majority of primary and voluntary secondary schools now receive assistance to provide for secretarial, caretaking and cleaning services under these grant schemes. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers, including through an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covers the period up to 31 December 2019.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019, been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Officials from my Department attended a meeting of the Joint Committee on Education and Skills on 9 April to discuss the status of non-teaching staff.
In May this year officials from my Department had discussions with FÓRSA trade union representatives as part of a planned meeting. FÓRSA took the opportunity to formally table a pay claim.
This was tabled as a follow-on claim from the current pay agreement for this cohort of staff which lasts until December 2019. The Department issued surveys on the 10th of July to establish the full current cost of the trade union’s claim. This is standard practice.
Officials from the Department met with FÓRSA representatives in September. Management Bodies representing the employers of schools impacted by the action were also in attendance at the meeting. The purpose of the meeting was to further explore the details of the pay claim as presented by FÓRSA and the nature of the industrial action.
On 30 September FÓRSA requested the Department to agree to use the services of the Workplace Relations Commission (WRC) to resolve the dispute. As is normal practice the Department has agreed to use the industrial relations machinery of the state in an effort to resolve this matter.
In order to address the various issues within the claim and to arrive at a mutually acceptable solution, the Department is in discussions with FÓRSA under the auspices of the WRC.
