Written Answers Nos. 263-282
263. Deputy Charlie McConalogue asked the Minister for Education and Skills the status in relation to correspondence issued to his office (details supplied); and if he will make a statement on the matter. [3269/20]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
264. Deputy Darren O'Rourke asked the Minister for Education and Skills the status of progress for the delivery of a new school building (details supplied); when works on a new school building will commence; and if he will make a statement on the matter. [3274/20]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning - Stage 2(b) which includes the application for statutory approvals and the preparation of tender documents.
The Design Team is currently working on the completion of the Stage 2(b) report which will be submitted through the Board of Management to my Department for review. In parallel with this process the Design Team is completing work to ensure the building will be a Near Zero Energy Building (NZEB) in compliance with the 2017 amendment to Part L (Conservation of Fuel and Energy) of the current Building Regulations. The Design Team Leader expects to submit the completed report in the coming weeks.
Upon receipt and review of the Stage 2(b) report my Department will revert to the Board of Management with regard to the further progression of the project.
265. Deputy Darren O'Rourke asked the Minister for Education and Skills the specific proposals and timeline to increase the number of special needs assistants at a school (details supplied); if his attention has been drawn to the fact that the school has been allocated one SNA to cater for the needs of four children in three different classes; and if he will make a statement on the matter. [3275/20]
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 my 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.
SNAs are not allocated to individual children but to schools as a school based resource.
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.
At the end of 2019 there were approximately 15,950 SNAs working in our schools, an increase of over 51% since 2011.
As this query relates to an application for SNA support in a particular school, I have referred the question to the NCSE for their direct reply. As Minister, I do not have a role in making determinations in individual cases.
266. Deputy Darren O'Rourke asked the Minister for Education and Skills the process for the allocation of special needs assistants and the right to appeal; the number of appeals in each of the past three years; the outcome of same in terms of allocation in tabular form; and if he will make a statement on the matter. [3276/20]
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 is also responsible for managing the appeals process.
As the matter to which the Deputy refers is a matter for the NCSE, I have referred the question to the agency for their direct reply.
267. Deputy Darren O'Rourke asked the Minister for Education and Skills the status of progress regarding the delivery of new and appropriate accommodation for a school (details supplied); the date on which the building and planning unit will meet with school officials as previously agreed; and if he will make a statement on the matter. [3279/20]
View answerI wish to advise the Deputy that my Department recently meet with representatives of the Board of Management of the school referred to by the Deputy relating to the school's accommodation. My Department advised the representatives that a site visit to the school will be undertaken and that further contact will be made with the school when arrangements have been finalised.
268. Deputy Joe O'Brien asked the Minister for Education and Skills the status of the short and long-term plans to expand the capacity of a school (details supplied). [3308/20]
View answerI can confirm to the Deputy that my Department is reviewing the accommodation needs, of the school in question, in order to cater for an agreed Long Term Projected Enrolment (LTPE) of 1300 pupils.
On completion of the assessment process a decision will be conveyed to the school authority in writing. I can also confirm that additional interim accommodation will be provided to the school, in the short-term, to cater for increased enrolment pending delivery of the permanent school building.
269. Deputy Claire Kerrane asked the Minister for Education and Skills when schools will be given the allocation for SNAs for September 2020; and if he will make a statement on the matter. [3314/20]
View answer270. Deputy Claire Kerrane asked the Minister for Education and Skills the new process for the allocation of SNAs; if schools will be informed of the criteria used by his Department in such allocations; and if he will make a statement on the matter. [3315/20]
View answerI propose to take Questions Nos. 269 and 270 together.
A new model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only will be introduced with effect from the commencement of the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM).
The change to a new allocation model was recommended by the National Council for Special Education (NCSE) in policy advice published in May 2018 entitled the "Comprehensive Review of the Special Needs Assistant Scheme – a new School Inclusion Model to deliver the right supports at the right time to students with additional care needs”.
The NCSE Review found that, while the SNA Scheme, as currently configured, works well in meeting the needs of younger children and students for whom it was originally designed, and is greatly valued by parents, students and schools, it was found to be less effective for older primary and post-primary students.
The NCSE concluded that a better model of support was required, one which provides the right support at the right time, provided by a range of personnel with relevant qualification and skill sets. In short, a suite of both education and health therapeutic supports was required to support children with special educational needs.
The allocation of SNAs for mainstream classes to primary and post primary schools from 2020/21 onwards will be based on the school profile used for the allocation of Special Education Teachers. The additional 1,064 SNA posts provided in Budget 2020 will facilitate the transition to the new allocation model as well as meeting other priorities.
Under the new allocation model:
- No schools will receive an allocation of SNA support for mainstream classes which is less than their existing 2019/20 mainstream SNA allocation on the introduction of the frontloaded model and some schools will gain
- Parents will not be required to secure a diagnosis of disability in order to access SNA support – the link between diagnosis and resources will be broken
- Where schools have an SNA, SNA support will be available immediately to students in mainstream classes upon their arrival in school thereby reducing delays in accessing support.
- Schools will have greater autonomy and flexibility in how their SNA allocation is deployed to meeting the needs of the students in their schools.
- Frontloading will reduce the administrative burden on schools who have to follow up on assessments under the current application-based process.
- SNAs will have more certainty around their tenure of employment and the new model does not change their roles and functions.
- Frontloading will free up valuable resources in the system which are currently involved in carrying out assessments (HSE and NEPS) and administering an assessment based allocation system so children can access SNA support. These valuable resources can now be redirected to meeting other priority needs and to providing increased supports for families and schools.
These new arrangements will not impact on the way SNAs are currently allocated to special classes and special schools. Professional assessments will continue to be required in these cases and the normal application process will continue.
To support the implementation of the new model the Department held a broadly based consultation with key stakeholders on 4th and 5th February.
The purpose of the consultation was to, brief stakeholders on how the allocation model will operate, to explore the nature of any challenges and opportunities expected to arise during the implementation phase and any action that may be required in this regard, to consider the supports and information required to support effective implementation and to consider any other relevant issues.
A number of stakeholders who attended the consultation sessions made submissions to Department on the new model and further individual meetings are currently taking place with the stakeholders concerned.
Following the consideration of the outcome of the consultation a circular will be developed for issue to schools. The circular will outline, inter alia, the content of the model, the scope for appeals and school reviews, training and supports to be provided. It is expected that SNA allocations for 2020/21 will be made shortly afterwards.
271. Deputy Claire Kerrane asked the Minister for Education and Skills the plans in place to ensure that insurance costs for special schools will be affordable and avoid the insurance crisis experienced by those schools in 2019; and if he will make a statement on the matter. [3316/20]
View answerMy Department is aware of very significant increases in insurance costs in some special schools, through correspondence received from some special schools, discussions with the National Association of Boards of Management in Special Education (NABMSE) and media reports.
These increases appear due, in some instances, to an annual increase in insurance costs generally and, in some cases, an increase in claims against special schools.
While securing and maintaining adequate and appropriate insurance cover is a matter for the managerial authority of each school, my Department has been working as a matter of urgency with NABMSE and relevant Government departments, including the Department of Public Expenditure and Reform and the State Claims Agency, to seek a resolution to the issue of increased insurance costs in special schools.
A number of options were identified to address the issue and the development of a group insurance scheme for special schools appeared to be the most viable option
NABMSE agreed to act as contracting agent and 47 special schools subsequently signed up for the Group Scheme option.
A tender went to market on 20 September 2019. The outcome of this initial tendering process, which was completed late last year, has been disappointing and has not provided NABMSE with options for the establishment of a group scheme, which at a minimum, would provide for a stabilisation of premium rates for individual schools.
My Department was updated on the outcome of this tendering process at a meeting last December.
In 2019, a number of special schools contacted my Department directly, advising of financial difficulties arising from significant increases in insurance premiums, ranging between 30% to over 700% in the last 2 years. My Department has advanced school capitation payments on an exceptional basis to a small number of affected special schools, where they have made direct contact, advising of significant increases in their insurance costs.
The capitation grant is provided to schools to cater for day to day running costs. Where an advance in capitation is made, my Department will take into account the amount of capitation due to the respective schools, and the impact a full recoupment at once might have on the ability of those schools to meet other costs.
It is not sustainable however for my Department to continue to advance capitation payments as a way of meeting vastly increased insurance premiums.
Officials of my Department are continuing to engage as a matter of urgency, with NABMSE and relevant Government departments, including the Department of Public Expenditure and Reform and the State Claims Agency in order to achieve a resolution to insurance issues for impacted special schools.
272. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil i gceist aige an deontas €103 an dalta a íoctar le Meánscoileanna Deonacha a mhúineann trí Ghaeilge a leathnú do mheanscoileanna atá ag múineadh tri Ghaeilge agus atá faoi chúram Bhoird Oiliúna agus Oideachais. [3319/20]
View answerThe funding arrangements made by the Department for voluntary secondary, comprehensive & community and ETB schools and colleges reflect the different management and ownership arrangements that apply to schools at second level.
Voluntary secondary schools, in the Free Education scheme, which are privately owned and managed, are funded by way of per capita grants. An additional per capita grant is paid to schools in the voluntary secondary sector in which instruction is through the medium of Irish in full or in part. However, this is not the method of funding that applies to the Community and Comprehensive or the ETB sectors. In the case of the Community and Comprehensive Sector the Department provides funding on a budget basis that is based mainly on pupil numbers, but also takes into account additional factors which vary from school to school such as condition of buildings, size of school etc.
The ETB allocations are made on a budget basis in respect of head office and other costs, including those relating to schools. ETBs are given a high level of autonomy in the management and appropriation of their budgets and each ETB is allowed to distribute its allocations in line with its priorities and perceptions of need. Any funding issues for an individual school have to be managed from within the relevant ETB’s budget. The Department does not earmark funding allocations for individual schools in the ETB sector.
TRANSLATED ANSWER:
Sna socruithe cistiúcháin atá déanta ag an Roinn le haghaidh meánscoileanna deonacha, scoileanna cuimsitheacha agus pobail agus le haghaidh scoileanna agus coláistí na mBord Oideachais agus Oiliúna (BOO) léirítear na socruithe éagsúla bainistíochta agus úinéireachta a bhaineann le scoileanna an dara leibhéil.
Maoinítear meánscoileanna deonacha i scéim an tSaoroideachais, atá faoi úinéireacht agus bhainistíocht phríobháideach, trí dheontais per capita. Íoctar deontas per capita breise le scoileanna in earnáil na meánscoileanna deonacha ina múintear trí Ghaeilge go hiomlán nó i bpáirt. Ní hé seo an modh maoinithe áfach, a bhaineann le hearnálacha na scoileanna Pobail agus Cuimsitheacha ná le scoileanna na mBord Oideachais agus Oiliúna. I gcás na hEarnála Pobail agus Cuimsithí cuireann an Roinn maoiniú ar fáil ar bhonn buiséid atá bunaithe go príomha ar líon na scoláirí. Lena chois sin glactar san áireamh fachtóirí breise a athraíonn ó scoil go chéile, fachtóirí ar nós bail na bhfoirgneamh, méid na scoile srl.
Déantar leithdháiltí ar na BOO ar bhonn buiséid i ndáil le costais ardoifige agus costais eile lena n-áirítear iad siúd a bhaineann le scoileanna. Tugtar a lán neamhspleáchas do Bhoird Oideachais agus Oiliúna maidir le bainistiú agus leithreasú a gcuid buiséad agus tá cead ag gach BOO a chuid leithdháiltí a dháileadh amach de réir na dtosaíochtaí atá aige agus de réir a chuid riachtanas. Ní mór saincheisteanna maidir le maoiniú i dtaobh scoile ar leith a bhainistiú ó bhuiséad an Bhoid Oideachais agus Oiliúna lena mbaineann. Ní chuireann an Roinn leithdháiltí maoinithe ar leataobh do scoileanna aonair in earnáil na mBord Oideachais agus Oiliúna.
273. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if there are reforms proposed to ensure that newly trained teachers receive enough teaching hours to ensure that they can complete their H.Dip in view of the fact that this is a requirement of a permanent registration with the Teaching Council; and if he will make a statement on the matter. [3322/20]
View answerUnder the Teaching Council Acts 2001-2015, the Teaching Council is the body with statutory authority and responsibility for the registration of teachers. Section 7 of the Teaching Council Act provides for the Council to establish procedures in relation to the induction of teachers into the teaching profession. Those procedures are now in place through the Droichead Framework. The Droichead Framework, as established by the Teaching Council, sets out the requirement for newly qualified teachers (NQTs), which includes both school-based and additional professional learning activities, to address the needs of NQTs as they begin their careers.
Following a review, the Teaching Council approved a revised Droichead Policy in December 2016. The Council approved the implementation of the Policy in May 2017. Under the revised Policy;
- The Department has committed to providing in-school release time and a range of other supports via the National Induction Programme for Teachers (NIPT) to support schools as they engage in the process.
- There is more flexibility around the way the Droichead model can operate in different schools and the size of the Professional Support Team (PST). In addition there is flexibility where there is the usage of an external PST member to act as a mentor where necessary.
- There is an extended 5 year growth phase whereby Droichead will now be the sole route of induction for all NQTs by 2020/21. The growth phase is in year 4 with all primary schools that have administrative principals and post primary schools with 200+ students in Droichead for the 2019/20 school year.
- In February 2020, there were 928 primary schools and 607 post primary schools offering Droichead.
- In 2020 the approved budget for NIPT is over €1.5m. Secondment costs and substitution costs contribute to a further c€2.6m.
The requirements of this framework, including the teaching time requirements, are a matter for the Teaching Council in line with its statutory remit for the induction of NQTs into the teaching profession and the registration of teachers.
274. Deputy Seán Haughey asked the Minister for Education and Skills the position regarding teachers being obliged to work an extra hour as part of the Croke Park agreement; if his attention has been drawn to the fact that some teachers are not happy with the way this measure is being implemented in that they are being mandated to do certain work with no room for flexibility as was the case previously; his views on this issue; and if he will make a statement on the matter. [3328/20]
View answerUnder the Croke Park Agreement, teachers agreed to provide an additional hour per week to be available to facilitate, at the discretion of management, school planning, continuous professional development, induction, substitution and supervision (including supervision immediately before and after school times). This list is not exhaustive.
A central purpose underlying the provision of this additional time is to provide for these essential activities to take place without reducing class contact/tuition time.
The additional time amounts to 36 hours per year for primary teachers and 33 hours per year for post-primary teachers. The operational arrangements for these hours are set out in Circular 0008/2011 (primary teachers) and Circular 0025/2011 (post-primary teachers).
Greater flexibility for the usage of the additional hours was subsequently introduced. It was agreed that with effect from the beginning of the 2017/18 school year and having regard to the central purpose underlying the provision of the additional time, an amount of time up to but not in excess of 10 hours per year would be available for planning and development work on other than a whole-school basis and as approved by management.
275. Deputy Seán Haughey asked the Minister for Education and Skills if sanction will be given for the construction of a new school building for a school (details supplied); and if he will make a statement on the matter. [3333/20]
View answerThe major building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
The project is currently 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. All statutory approvals have been secured.
In completing the Stage 2(b) report the Design Team is upgrading the design to ensure that the new school building is a Near Zero Energy Building (NZEB) in compliance with the 2017 amendment to Part L of the Building Regulations.
In advance of finalising the Stage 2(b) documentation the Design Team has submitted a Brief Change Request to the Client for this project, Dublin Dún Laoghaire Educational and Training Board (DDLETB). Following its review, DDLETB will forward the Brief Change to my Department for review and approval.
DDLETB has confirmed that the Brief Change Request will be submitted to the Department for review in the coming week.
Upon receipt, review and approval of the Brief Change Request the Design Team will be advised to complete the Stage 2(b) report incorporating the approved changes.
Upon receipt and review of the Stage 2(b) report, my Department will revert to the Board of Management regarding the further progression of the project at that time.
276. Deputy Seán Haughey asked the Minister for Education and Skills if sanction will be given for improvement works for a school (details supplied); and if he will make a statement on the matter. [3334/20]
View answerI can confirm to the Deputy that the school in question made an application under my Department's Additional School Accommodation Scheme. The application was assessed and the school authority was informed, in writing, that the works required did not fall under the remit of the Additional School Accommodation scheme. The school was advised that the works required are proper to the Summer Works Scheme and it was open to them to apply under future rounds of this Scheme.
Alternatively, if the school authority considers the works a priority, they may use the minor works grant which all primary schools receive to carry out the works in full, or on a phased basis as the grant permits.
277. Deputy Joe O'Brien asked the Minister for Education and Skills the role of his Department in encouraging post-primary schools in the same geographic area to coordinate and share information regarding applications for first years in order to ensure children are offered a place in a timely manner and that parents are not left waiting months to find out if their child will get a place (details supplied). [3344/20]
View answerAs the Deputy may be aware, enrolments in the first instance is a matter for the school authority.
The Education (Admission to Schools) Act was signed into law by the President on 18th July 2018. The overall objective of the Act is to provide a new framework for school enrolment that is designed to ensure that every child is treated fairly and that the way in which schools decide on applications for admission is structured, fair and transparent.
Section 66 of the Act, which was commenced on the 3rd October 2018 and is now operational, relates to Co-operation of Boards. It provides for schools, for the purposes of facilitating the efficient admission of students, to share information with each other in respect of applications received, offers made and offers accepted. However, it is a matter for each school to decide whether they wish to share these details with the other schools for the purposes of efficiently processing applications for admission in an area.
In relation to school admissions, parents can choose which school to apply to and where the school has places available, the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The Deputy will note however that the selection process procedures and enrolment policy are the responsibility of the individual school authorities.
I can confirm to the Deputy that my Department is reviewing the accommodation needs, of the area in question, in order to cater for an agreed Long Term Projected Enrolment (LTPE) of 1300 pupils.
On completion of the assessment process a decision will be conveyed to the school authority in writing. I can also confirm that additional interim accommodation will be provided to the area, in the short-term, to cater for increased enrolment pending delivery of the permanent school building.
278. Deputy Rose Conway-Walsh asked the Minister for Education and Skills if his attention has been drawn to the crisis regarding insurance for special schools (details supplied) in which insurance is no longer available under their patron body; and the measures being taken to ensure these schools can remain open after the deadline of 31 March 2020. [3359/20]
View answerMy Department is aware of very significant increases in insurance costs in some special schools, through correspondence received from some special schools, discussions with the National Association of Boards of Management in Special Education (NABMSE) and media reports.
These increases appear due, in some instances, to an annual increase in insurance costs generally and, in some cases, an increase in claims against special schools.
While securing and maintaining adequate and appropriate insurance cover is a matter for the managerial authority of each school, my Department has been working as a matter of urgency with NABMSE and relevant Government departments, including the Department of Public Expenditure and Reform and the State Claims Agency, to seek a resolution to the issue of increased insurance costs in special schools.
A number of options were identified to address the issue and the development of a group insurance scheme for special schools appeared to be the most viable option
NABMSE agreed to act as contracting agent and 47 special schools subsequently signed up for the Group Scheme option.
A tender went to market on 20 September 2019. The outcome of this initial tendering process, which was completed late last year, has been disappointing and has not provided NABMSE with options for the establishment of a group scheme, which at a minimum, would provide for a stabilisation of premium rates for individual schools.
My Department was updated on the outcome of this tendering process at a meeting last December.
In 2019, a number of special schools contacted my Department directly, advising of financial difficulties arising from significant increases in insurance premiums, ranging between 30% to over 700% in the last 2 years. My Department has advanced school capitation payments on an exceptional basis to a small number of affected special schools, where they have made direct contact, advising of significant increases in their insurance costs.
The capitation grant is provided to schools to cater for day to day running costs. Where an advance in capitation is made, my Department will take into account the amount of capitation due to the respective schools, and the impact a full recoupment at once might have on the ability of those schools to meet other costs. With this in mind, my Department will engage with individual schools on methods of recoupment that are manageable.
It is not sustainable however for my Department to continue to advance capitation payments as a way of meeting vastly increased insurance premiums.
Officials of my Department are continuing to engage as a matter of urgency, with NABMSE and relevant Government departments, including the Department of Public Expenditure and Reform and the State Claims Agency in order to achieve a resolution to insurance issues for impacted special schools.
Three of the four special schools referred to by the Deputy have recently contacted my Department directly in relation to issues of increasing insurance costs. My Department are engaging with these schools currently.
279. Deputy Jennifer Whitmore asked the Minister for Education and Skills his plans to build a new secondary school in Newtownmountkennedy, County Wicklow; and if he will make a statement on the matter. [3361/20]
View answerThe Government announced plans in April 2018 for the establishment of 42 new schools over the next 4 years (2019 to 2022), including a new post-primary school which is to be established in 2020 to serve the Kilcoole and Greystones school planning areas as a regional solution. Newtownmountkennedy is located in the Kilcoole school planning area.
This announcement followed nationwide, demographic exercises carried out by the Department into the future need for primary and post-primary schools across the country.
The patronage process for this new school is complete and patronage was awarded to Kildare and Wicklow Education and Training Board.
A site is required to construct a permanent school building. A potential site has been identified and discussions are ongoing with the landowner with a view to acquiring this site.
280. Deputy Jennifer Whitmore asked the Minister for Education and Skills if the lands zoned educational and earmarked for the new secondary school in Charlesland, Greystones, County Wicklow have been purchased; if not, the stage of the process at which plans to purchase the land are at; when the new school will be built; if it will be fast-tracked in view of the high intake of first year students in the new school for 2020; and if he will make a statement on the matter. [3362/20]
View answerThe provision of permanent accommodation for the new post primary school to serve Greystones and Kilcoole requires the acquisition of a site by my Department.
I can confirm a potential site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site. It is difficult to indicate a timeframe for any site acquisition as each process is unique and in some instances complex issues can arise which can cause delays.
Nevertheless, my Department is committed to delivering a site for the new post primary school for the Greystones and Kilcoole area of County Wicklow and work is ongoing to achieve this as soon as possible. Once there is sufficient certainty in respect of a site the project to deliver the permanent accommodation can advance into the architectural planning stage and onwards to tender and construction stages.
281. Deputy Jennifer Whitmore asked the Minister for Education and Skills the status of the provision of a school extension for a school (details supplied); if the accommodation will be ready for September 2021; the site on which the extension will be located; and if he will make a statement on the matter. [3363/20]
View answerAs the Deputy is aware, the project to which she refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A framework of project management and design team consultants has been appointed for the programme and the process to appoint teams to specific project bundles is now underway.
The Department has approved an extension for the school in question to accommodate 1,000 pupils. We are in the process of acquiring a site extension to facilitate same and a decision has been made to accelerate its delivery within the context of the NDFA programme.
The NDFA will ensure that this project progresses to design stage, obtaining the necessary statutory planning permission, and moving the project onward to construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the NDFA will be engaging directly with the school authority to keep it informed of progress.
282. Deputy Jennifer Whitmore asked the Minister for Education and Skills if the undeveloped site located beside a school (details supplied) is in the ownership of his Department; if not, the ownership of same; and if he will make a statement on the matter. [3364/20]
View answerThe site to which the Deputy refers is not in the ownership of my Department; it is in private ownership. My Department has however agreed to purchase it and there is ongoing engagement with the owners in order to advance the purchase. Due to commercial sensitivities associated with site acquisitions generally, I am unable to elaborate further at this point.
