Written Answers Nos. 226-250
226. Deputy Louise O'Reilly asked the Minister for Education and Skills the level of funding provided over the past five years for healthy food initiatives; the budget and participation rates for these programmes in tabular form; and if he will make a statement on the matter. [10962/20]
View answerMy Department supports Agri Aware’s Incredible Edibles programme, a healthy eating initiative for Primary School pupils. The programme is also supported by the Department of Agriculture, Food and the Marine and the Department of Health. It encourages schools across the country to grow carrots, lettuce, potatoes, strawberries, turnips and herbs. Schools are supplied with grow packs, activity sheets and videos containing everything needed to grow these foods. Funding provided by my Department for this programme is as follows:
|
Year |
Initiative |
Amount |
|
2016 |
Incredible Edibles |
€5,000 |
|
2017 |
Incredible Edibles |
€7,500 |
|
2018 |
Incredible Edibles |
€11,500 |
|
2019 |
Incredible Edibles |
€11,500 |
|
2020 |
Incredible Edibles |
€7,500 |
My Department also works closely with the Department of Health and the HSE on the broad Healthy Ireland agenda. The Department is represented on a number of groups including the National Physical Activity Plan Implementation Group and on the Obesity Policy Implementation Oversight Group.
Guidance regarding Healthy Lifestyles was issued to post primary schools in 2015 and to primary schools in 2016. This guidance was drafted in consultation with the Department of Health. My Department acknowledges the commitment of schools in promoting healthy lifestyle choices for students in a number of ways, including through the curriculum, through schools policy including healthy lunch policies and by the use of resources and programmes chosen by the school.
Additionally, the School Meals Programme, operated by the Department of Employment Affairs and Social Protection, provides funding towards the provision of food services for disadvantaged school children through two schemes:
- The statutory Urban School Meals Scheme for primary schools is operated by Local Authorities and part-financed by the Department of Employment Affairs and Social Protection.
- The non-statutory School Meals Local Projects Scheme provides funding directly from the Department of Employment Affairs and Social Protection to primary schools, post-primary schools and local groups and voluntary organisations which operate their own school meals projects
The curriculum also informs and educates around healthy eating habits at both primary and post primary levels.
At primary level, one of the SPHE (Social, Personal and Health Education) strand units 'Taking care of my body' specifically addresses the need for regular exercise and activity as well as the area of nutrition and food and the need for a balanced diet. This unit is built upon from Infants classes onwards. By Fifth and Sixth classes children are encouraged to realise and accept responsibility for making wise food choices and for adopting a healthy, balanced diet, and in that, exploring and examining the food pyramid. Many primary schools operate healthy eating policies with the support of parents.
Elements of this strand are supported by the "Food Dudes" programme which encourages children to eat more fruit and vegetables both in school and in the home. The programme is managed by Bord Bia and funded by the Department of Agriculture, Food and Fisheries and also by the EU through the School Fruit Scheme.
At post primary level, the SPHE programme is a mandatory part of the curriculum in Junior Cycle. SPHE for Junior Cycle builds on the primary SPHE curriculum. Nutrition is specifically addressed in the SPHE curriculum. Students are made aware of the elements of a balanced diet and the importance of healthy eating for physical and mental well-being. In addition, cross-curricular links with other subjects, such as Home Economics, PE and Science that deal with SPHE-related topics are encouraged. Home Economics as an exam subject also remains a popular choice among students.
My Department will continue to work in partnership with other Departments and agencies to promote healthy lifestyles for students.
228. Deputy Johnny Guirke asked the Minister for Education and Skills if a definitive date has been set for students who are unhappy with the grades they receive through the predictive grading system to sit the written version of the examinations; and if he will make a statement on the matter. [10985/20]
View answerAs part of the calculated grades process, where a student is not satisfied with their calculated grade it can be appealed to my Department. The appeals process is set out in the information available on my Department’s website. The appeals mechanism will ensure that each step in the process leading to the generation of a calculated grade has been followed correctly and that all data has been used and transferred correctly.
If a student is unhappy with the outcome of the appeal there will be an opportunity to sit the examinations at a later stage when it is safe and practicable to do so. The timeframe for sitting the postponed Leaving Certificate 2020 examinations cannot be determined at this time pending public health advice that would identify a safe period of time to do so and when the numbers of candidates in each subject have been identified.
229. Deputy John Brady asked the Minister for Education and Skills if the budget for the extension at a school (details supplied) under the national development plan is protected; and if the project will be at risk resulting from the impact of Covid-19 and the deficit that the country is facing at present. [10987/20]
View answerThe Deputy will be aware that the project to which he refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA is currently undertaking the second phase of the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. Thereafter, it will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course.
I can assure the Deputy that I am fully committed to providing the funding capital necessary to complete the project in that context. I can also assure him that the NDFA will be engaging directly with the school authority to keep it informed of progress.
230. Deputy Darragh O'Brien asked the Minister for Education and Skills if he has published guidelines for the reopening of English language schools following the phased reopening of society; if so, if the guidelines will be provided; and if he will make a statement on the matter. [10989/20]
View answerI am aware of the challenges that are being encountered in the English language education sector and the substantial impact that the Covid-19 outbreak has had on students, teachers and providers in this sector.
The timeline and arrangements for the safe re-opening of English language education providers will be guided by public health advice applicable at a given time. The Government's roadmap for the gradual lifting of the current Covid-19 restrictions has set out a number of phases with the re-opening of the wider education system contained in the later phases to coincide broadly with the beginning of the new academic year.
While my Department will not be issuing guidelines specifically for the re-opening of the English language education sector, guidance to assist the tertiary education sector more generally in planning for reopening is being prepared at present and will be available shortly. My Department will also engage with provider representatives within the English language education sector as they develop more detailed plans for the re-opening of their premises. It is to be expected that ensuring the health and safety of staff and students will be central to the provider's plans and that necessary consultations will be undertaken as part of their development. It is anticipated that the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace will be used to inform these plans and will be supplemented by the guidance for the tertiary sector. The protocol envisions close engagement between staff and their employers during the planning, development and implementation of these new workplace measures.
The experience of the re-opening of educational facilities in other areas and jurisdictions will also be relevant as part of this process.
231. Deputy Charlie McConalogue asked the Minister for Education and Skills the action he is taking to secure the purchase of a site for a school (details supplied); the assistance being provided to the school to meet the challenge of Covid-19 restrictions; and if he will make a statement on the matter. [10991/20]
View answerAs the Deputy is aware, the provision of new accommodation for the school in question is included in my Department’s capital programme. The project to provide this school accommodation requires the acquisition of a suitable site and this has proved to be extremely challenging to date.
I can confirm that Donegal County Council, acting on behalf of my Department under the Memorandum of Understanding for the acquisition of school sites, are pursuing all potential options for the provision of the required school accommodation.
A potential site has been identified. Technical appraisals of this site are being conducted and contact has been made with the landowner. My Department in conjunction with Donegal County Council are undertaking all the necessary steps in the process to advance the acquisition of this site.
I wish to assure the Deputy that finding a solution at the earliest possible date to meet the requirements of the schools is a priority for my Department.
There is ongoing engagement between my Department and the education partners to work together to ensure the return to school is safe for children and staff which is an essential part for planning to reopen the schools.
My Department is issuing the attached letter dated 12 June 2020 to all schools regarding summer provision and arrangements to be put in place to facilitate the reopening of schools.
My Department will continue to work to give as much certainty and guidance to schools, staff, students and parents over the coming weeks to make a safe reopening possible for all.
232. Deputy Paul McAuliffe asked the Minister for Education and Skills his plans for rolling out a summer education programme for children with additional needs; the capacity levels; when the details will be finalised and announced; and if he will make a statement on the matter. [10996/20]
View answerMy Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in a special class or special school
4. Children transitioning into a special class or special school from early year’s settings
5. Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
I also announced a programme for DEIS schools for this Summer.
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision
233. Deputy Róisín Shortall asked the Minister for Education and Skills if the reopening of schools will be staggered to ensure the safety of children and staff; the timeline for same; and if he will make a statement on the matter. [11016/20]
View answerOn Friday my Department published the report to Government “Planning for reopening schools in line with the Roadmap for reopening society and business” https://www.education.ie/en/The-Department/Announcements/framework-for-reopening-and-operating-schools.html.
The report sets out the clear ambition to develop a sustainable plan to fully reopen schools at the start of the next school year in late August/September in line with normal timeframes.
The report also sets out in brief the contingencies, including the matter raised by the deputy that must be considered during the coming period in the context of Covid-19. These contingencies will be worked through in detail in the coming weeks with education partners and stakeholders to ensure that the return to school is safe for children and staff.
234. Deputy Róisín Shortall asked the Minister for Education and Skills if preschool children with special educational needs will be included in the revised proposal for the July provision; if children with Down syndrome will be included in the 2020 programme; and if he will make a statement on the matter. [11017/20]
View answerMy Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in a special class or special school
4. Children transitioning into a special class or special school from early year’s settings
5. Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
I also announced a programme for DEIS schools for this Summer.
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision
235. Deputy Peter Burke asked the Minister for Education and Skills if his Department is working with the Department of Children and Youth Affairs to find a solution for a school (details supplied); and if he will make a statement on the matter. [11043/20]
View answer276. Deputy Joe Flaherty asked the Minister for Education and Skills if he will engage with Tusla Education Support Service, TESS, and provide a full-time home school community liaison scheme to support disadvantaged pupils and families (details supplied). [11318/20]
View answerI propose to answer Questions Nos. 235 and 276 together.
It is currently not possible for the school referred to by the Deputies to avail of the services of a HSCL Coordinator within a HSCL cluster due to the school’s geographic location to other DEIS schools. As an alternative provision, the school is in receipt of annual financial support in lieu of the services of a HSCL Coordinator.
The school in question is allocated a grant of €8,000 in respect of the school year, for the purpose of supporting HSCL activities. The school have been advised that they may utilise this grant to employ/assign a part- time teacher to undertake the role of HSCL Coordinator.
236. Deputy Paul McAuliffe asked the Minister for Education and Skills his plans to provide autism spectrum disorder, ASD, units to secondary schools and feeder schools in north-west Dublin. [11044/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
There are currently 195 special classes and 13 special schools in the Cork area providing specialist support to children with more complex special educational needs.
A list of special classes for the current school year, including special classes for children with autism, is available on the NCSE website.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The National Council for Special Education has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is planning a further expansion of special class and school places national to meet identified need for next year. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
Normally, special class and school places 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 NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know this can cause much anguish for parents and families involved.
As Minister, I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past. This experience shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list
237. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of a school building project at a school (details supplied); and if he will make a statement on the matter. [11046/20]
View answerI can inform the Deputy that a project has been approved for funding for the school in question under my Department's Additonal Accommodation Scheme 2018 and has been devolved for delivery to the school authority in that context.
I can also inform the Deputy that my Department has approved this project to proceed to planning on the basis of a project to include one mainstream classroom, one resource room and a WC for assisted users.
238. Deputy Emer Higgins asked the Minister for Education and Skills if his attention has been drawn to the substantial loss in revenue that universities face as a result of the reduction in numbers of international students; his plans to provide additional financial support to universities to overcome same; and if he will make a statement on the matter. [11060/20]
View answerAs part of the collaborative response to this pandemic with key tertiary education stakeholders, the Department has established working groups composed of experts to assess and respond to the impacts of Covid 19 across the Sector. These working groups members are reviewing specific and acute needs within Tertiary Education including the financial impacts and challenges for International Education. This process continues to facilitate the provision of key information from stakeholders, that will inform immediate and medium term actions to respond to the rapidly changing circumstances.
Mitigating the impact for Higher Education Providers and safeguarding that capacity against the backdrop of the broader economic crisis is a priority. By ensuring that core provision is maintained and in particular by assessing the level of financial vulnerability that may threaten the viability of any specific institution, the Department, the HEA and representative bodies can work together to respond to this crisis.
As part of the assessment of the financial impact on the HE sector, significant work has been undertaken by the stakeholder group chaired by the Higher Education Authority in consultation with the IUA and other representative bodies to collect information on the increased costs and projected income losses advised by HEIs arising from the crisis, based on an agreed set of assumptions.
In order to minimise the risk for the viability of individual institutions, my Department is now engaging closely with the HEA and representative bodies to provide specific and granular institutional-level detail essential to assess the risk of institutional failure as a means to safeguard future recovery for the sector as a whole. Following consultation with higher education providers and representative bodies, the HEA has now completed a template of required detail and has submitted this very recently to my Department. My officials will now consider and analyse the data provided.
Furthermore my Department has met with the Department of Public Expenditure and Reform to discuss the potential impact of COVID on the Tertiary Education Sector and the issue has also been highlighted at Government.
The Higher Education sector is a key element of the economy’s economic and social infrastructure which also has a crucial role in recovery in supporting economic and social recovery. The provision of additional financial support to support the entire Tertiary Education sector to ensure that it can contribute fully to economic recovery and to meeting priority skill needs will be examined in the context of overall expenditure management and budgetary policy in the forthcoming period and also in light of the future Programme for Government priorities and commitments.
Against the backdrop of the projected impact of Covid19 on the financial position of the higher education system, it should also be noted that a significant programme of investment into higher education is continuing in 2020, amounting to additional public investment estimated at €101.8m following on from additional public investment in 2019 of €99.7m – a cumulative increase over the past two years in excess of €200m.
In terms of International Education specifically, in light of current public health circumstances, it is expected that there will be a worldwide reduction in the number of students availing of an international education experience during the next academic year, but the level of this reduction in Ireland will depend on unfolding events such as all available national and international public health advice, particularly in respect of international travel for programmes where a physical presence is needed.
My Department chairs the High Level Group on International Education, the membership of which is comprised of all relevant stakeholders, including the representative bodies of our higher education institutions. This group is working collaboratively to ensure an appropriate structure for and implementation of relevant and effective measures to mitigate the impact on this valuable economic sector.
Ireland has been a world leader in supporting international students who were studying in Ireland when the COVID 19 pandemic arrived on our shores. The level of support for our International Students will enhance Ireland’s reputation as a trusted international partner that looks after students who choose to study here.
My Department will continue to engage actively with all key stakeholders to ensure the sustainable operation of the tertiary education system is safeguarded in light of its importance in the context of the recovery of the economy overall.
240. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if his attention has been drawn to the fact that a child (details supplied) cannot avail of the July provision scheme due to the fact the child moved to a mainstream class to assist with the child's transition to secondary school despite being in a special class for the majority of the child's primary education; and if he will make a statement on the matter. [11071/20]
View answer241. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if it is only children in special classes or special schools who will be able to avail of the July provision scheme; and if he will make a statement on the matter. [11072/20]
View answerI propose to answer Questions Nos. 240 and 241 together.
My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in a special class or special school
4. Children transitioning into a special class or special school from early year’s settings
5. Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
I also announced a programme for DEIS schools for this Summer.
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision
242. Deputy Eoin Ó Broin asked the Minister for Education and Skills the assessment criteria that will be used for leaving certificate students who do not attend classes but who intended to sit examinations, such as native speakers taking language examinations; and the assessment criteria that will be used for those intending to take non-curricular language examinations such as Arabic. [11076/20]
View answerWhere a student is studying one or more subjects outside of a recognised school, the Guide for Schools on Providing Estimated Percentage Marks and Class Rank Orderings, published by my Department, states that every effort should be made by the school to provide an estimated mark where the principal is confident that there is sufficient evidence of the student’s achievement to make an objective judgement. My Department will be flexible in accepting estimated marks and rankings from other schools or colleges, and will look at this issue on a case-by-case basis. All reasonable efforts should be made to obtain a satisfactory evidence base. This includes situations where students are studying subjects outside of school, including non-curricular languages.
My Department has also made contact with those students entered for the Leaving Certificate examinations who were studying independently and will be contacting them again shortly with details of the application process that these Out of School Learners will need to follow to be considered for calculated grades.
243. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of progress on the extension of a school (details supplied); if the school will be ready for the beginning of the academic school year in September 2020; and if he will make a statement on the matter. [11090/20]
View answerI wish to advise the Deputy that my Department is in receipt of an application, for additional school accommodation, from the school authority in question. The assessment process to determine the school’s permanent accommodation needs is nearing completion. The school will be informed of the decision in due course.
In the meantime, interim temporary accommodation has been approved to cater for the schools need in the short term. The school authority has advised that they have accommodation to cater for the start of the next academic year.
244. Deputy Darragh O'Brien 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. [11091/20]
View answerI am pleased to inform the Deputy that funding was approved under my Department's Additional Accommodation Scheme to enable the school in question to build 2 mainstream classrooms and 1 WC for assisted users. In addition, 4 mainstream classrooms and 2 resource rooms to replace existing prefabs were approved.
The project has been devolved for delivery to the School Authority. The next step will be for the school to procure a consultant. This consultant will lead the project through the various stages of architectural planning and onwards through the statutory planning process and construction stages.
245. Deputy Darragh O'Brien asked the Minister for Education and Skills if the extension and refurbishment of a school (details supplied) will proceed to the tender and build stage by granting the school rapid-build status; and if he will make a statement on the matter. [11092/20]
View answerAs the Deputy is aware, the project to which he refers has been devolved to Dublin & Dún Laoghaire Education and Training Board (DDLETB) for delivery.
My Department is fully aware of the need to urgently progress this project. However, it is of the utmost importance that the final outcome will be the correct one for both the school authority and the pupils. In that regard, I would like to inform the Deputy that, arising from its due diligence in respect of the preparation of the revised pre-qualification process for this project, DDLETB has carried out a review of the project which puts forward an alternative option for progressing it. A report has been received from DDLETB in that respect. This report is being reviewed by my Department and due consideration given to the proposals set out therein.
In any event, I can advise the Deputy that as the delivery method for the project has already been determined, it is not possible to consider inclusion of the project in the Department's Design and Build Programme or, indeed, any other alternative method of delivery.
246. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the new school building project for a school (details supplied); if the acquisition of a new site for the school has been completed; and if he will make a statement on the matter. [11093/20]
View answer254. Deputy Darragh O'Brien asked the Minister for Education and Skills the position regarding progress on a new school building project for a school (details supplied); and if he will make a statement on the matter. [11101/20]
View answerI propose to answer Questions Nos. 246 and 254 together.
As the Deputy is aware, a building project for the school in question is included on my Department's school building programme to be delivered under the National Development Plan (NDP).
I am pleased to inform the Deputy that the acquisition of a site to facilitate the construction of a new school building has closed.
This site will will accommodate this school as well as a primary school and will act as a campus arrangement.
My Department is currently finalising the accommodation brief with the aim of progressing the project into the architectural planning process. My Department will be in direct contact with the school authority at that point.
247. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the refurbishment and provision of an extension for a school (details supplied); and if he will make a statement on the matter. [11094/20]
View answerThe 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.
This project is one of the school building projects on my Department’s ADAPT 2 Programme. My Department has appointed a Project Manager for the ADAPT 2 Programme, which contains 18 school building projects.
The appointment of a Design Team (Architect, Quantity Surveyor, Civil & Structural Engineer, Mechanical & Electrical Engineer and Project Supervisor for the Design Process) for the school in question has been completed.
The Design Team is currently working on Stage 1 of Architectural Planning which includes Site Report, Site Suitability and producing Initial Sketch Schemes.
248. Deputy Darragh O'Brien asked the Minister for Education and Skills the commencement date for the prefab replacement for a school (details supplied); and if he will make a statement on the matter. [11095/20]
View answerThe 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.
This project is one of the school building projects on my Department’s ADAPT 2 Programme. My Department has appointed a Project Manager for the ADAPT 2 Programme, which contains 18 school building projects.
The appointment of a Design Team (Architect, Quantity Surveyor, Civil & Structural Engineer, Mechanical & Electrical Engineer and Project Supervisor for the Design Process) for the school in question has been completed.
The Design Team is currently working on Stage 1 of Architectural Planning which includes Site Report, Site Suitability and producing Initial Sketch Schemes.
249. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of progress in the delivery of a new school building for a school (details supplied); and if he will make a statement on the matter. [11096/20]
View answerThe 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.
This project is one of the school building projects on my Department’s ADAPT 2 Programme. My Department has appointed a Project Manager for the ADAPT 2 Programme, which contains 18 school building projects.
A Design Team – (Architect, Quantity Surveyor, Civil & Structural Engineer, Mechanical & Electrical Engineer and Project Supervisor for the Design Process) has also been appointed for the school in question.
The appointed Design Team has commenced work on Stage 1 (Site Suitability, Site Report, Initial Sketch Scheme) of Architectural planning.
250. Deputy Darragh O'Brien asked the Minister for Education and Skills the position regarding progress on a permanent school building project for a school (details supplied); and if he will make a statement on the matter. [11097/20]
View answerThe major building project for the school referred to by the Deputy is included in the 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. Statutory approvals in relation to the permanent new school build have been secured.
Following the appointment of a replacement consultant architect, the Design Team has reviewed the previous Stage 2(b) documentation and is currently 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.
The Design Team is also finalising the detail in relation to the provision of temporary accommodation and playground facilities during the construction of the new school building. Statutory approvals in relation to these are currently being prepared by the Design Team.
Upon receipt and review of the Stage 2(b) submission, my Department will revert to the Board of Management regarding the further progression of the project at that time.
