Written Answers Nos. 86-101
86. Deputy Gary Gannon asked the Minister for Education if SENOs are required to make a visit to schools in September 2021 as part of the SNA exceptional reviews for post-secondary schools; if there will be a knock-on effect in relation to when schools will be able to hire SNAs resulting in resources not being present in schools at the time students enter; and if she will make a statement on the matter. [35386/21]
View answerA core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
The frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support. It eliminates the need for individual applications and professional assessments in order to access resources and facilitates schools allocating the available resources to those with greatest need.
Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014. SNA allocations for special classes and special schools are not affected by this arrangement.
Where schools consider their SNA allocation to be inadequate to meet current needs, a school can seek a review by making an application to the NCSE which is available to schools throughout the current school year.
The NCSE have stated that schools are free to submit applications requesting an SNA exceptional review at any time throughout the school year. The NCSE examines the application to identify whether there has been a significant change in the profile of care needs in the school. In some cases an additional allocation is required and is subsequently made available to the school.
The NCSE state that in some cases it may be possible to conclude a review as an office based exercise, in many cases it is also necessary to visit the school. Where a school visit is required to complete the process, arrangements are made with the school to identify suitable dates.
The NCSE have confirmed that priority consideration will be given to applications for the 2021/22 school year. In particular, applications from schools with no SNAs and developing schools will be prioritised and determinations made before 30 June 2021. Other applications will be processed in order of date received.
The NCSE has published the SNA allocations on their website www.ncse.ie for the 2021/22 school year.
87. Deputy Louise O'Reilly asked the Minister for Education if there has been any update in relation to the provision of funding for the construction of a PE hall for which planning permission has already been granted for a school (details supplied). [35271/21]
View answerThe school referred to by the Deputy has received approval under my Department’s Additional Accommodation Scheme (ASA) to deliver a project consisting of 6 mainstream classrooms, 2 SET rooms and toilets. The delivery of the project has been devolved to the school authority and my Department has recently received a Stage 1 report which is currently under consideration.
The approved accommodation does not include a General Purpose Hall and this is outside the scope of the ASA Scheme. The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special needs provision.
Under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings.
88. Deputy Richard Bruton asked the Minister for Education if she has plans to accelerate the delivery of senior cycle reform. [34506/21]
View answerThe National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, including Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established. The review has involved research, extensive consultation and communications with stakeholders. It also benefitted from ESRI expertise in the area of qualitative research in educational settings, and the experience of the OECD in reviewing education systems and supporting implementation in other jurisdictions.
I recognise the need to advance reform of the Leaving Certificate.
The NCCA recently submitted the Senior Cycle Review: Advisory Report. The Advisory Report is being considered at the moment and will be published in due course.
89. Deputy Marc Ó Cathasaigh asked the Minister for Education when her Department will initiate its review of reading classes and reading schools for children and young persons with special needs; what the terms of reference will be; when she estimates that the review will be concluded; and if she will make a statement on the matter. [35293/21]
View answerThe Deputy will be aware that I recently requested the Department to arrange for a review of the policy on reading classes and schools.
The review will be informed by the Department's Inspectorate’s research and development work which facilitates thematic review of provision and practice in schools. The work will involve visits to a number of education settings for children with specific learning disabilities and the gathering of evidence in line with the normal Inspectorate inspection model.
It is expected that the Inspectorate's work will be completed during the period October to December 2021, with composite findings becoming available thereafter and will be published.
These findings, together with any relevant recommendations emerging from the NCSE Policy Advice on Special Classes and Special Schools currently in development, will be considered at that stage to determine the actions required to finalise the review.
The outcome of this work will inform future Department policy on supporting children with special educational needs particularly in relation to reading and literacy.
I wish to advise the Deputy that my Department continues to prioritise investment in special education, with over €2 Billion due to be spent on special education this year.
For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.
This year we are also providing for two new special schools and 269 new special classes.
For the 2021/22 school year, we will have a total of 2118 special classes, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
18,000 Special Needs Assistants will also be available to support the care needs of pupils with special educational needs in our schools.
For the 2019/20 school year, 10,328 pupils attended special classes, which represents just over 1% of the total pupil population.
There are also 124 special schools which provide specialist educational services for pupils who have the most severe or complex levels of disabilities, or special educational needs.
We will continue to invest in and support young people with additional needs whether in the area of reading or otherwise.
90. Deputy John Lahart asked the Minister for Education if a school (details supplied) will vacate its temporary site not later than after one year's duration; and if she will make a statement on the matter. [35117/21]
View answerThe permanent school building project for the school referred to by the Deputy is being delivered under my Department’s Design & Build programme.
The new school building project is in architectural planning stage. A pre-planning meeting with the local authority has taken place and developed design work is ongoing. Representatives of the school and Patron body will be invited to a meeting to share the plans ahead of lodging the planning application. Until such time as planning permission has been secured, it will not be possible to provide a timeline for the progression of the project to tender and construction stages.
Regarding the school's interim accommodation arrangements, a planning application for interim accommodation for the school on its permanent site was lodged on the 26th May 2021 and instructions have issued to the Project Manager overseeing the delivery of the interim accommodation to proceed with the procurement arrangements under my Department’s new Modular Buildings Framework.
There was a delay involved in obtaining a necessary legal consent from an adjacent landowner in order to lodge the planning application and as a result, my Department is putting in place contingency arrangements for the school to be located in suitable interim accommodation at the Firhouse Community College site from August 2021 for a maximum of one academic year.
The interim accommodation, which includes specialist classrooms, SEN provision and ancillary accommodation, will be installed on the Community College site for the beginning of the 2021/22 school year using the planning exemption secured in March 2021. Details of the accommodation were recently issued to the patrons of the schools concerned.
It is the Department’s intention that the school will move into the interim accommodation on its permanent site as early as possible in the 2021/22 academic year and that the vacated interim accommodation on the Community College site will remain on site and will be available for use by Firhouse Community College as provided for under the exemption.
My Department has communicated the plans to both school patrons and will continue to keep the patron bodies and the schools informed.
91. Deputy Holly Cairns asked the Minister for Education the way she is encouraging active travel to schools; and if she will make a statement on the matter. [35178/21]
View answerThe National Strategy on Education for Sustainable Development (ESD) 2014-2020 aims to ensure that education contributes to sustainable development by equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’) that will motivate and empower them throughout their lives to become informed active citizens who take action for a more sustainable future which delivers on the UNs Sustainable Development Goal (SDG) Target 4.7.
As set out in an interim review of the strategy in 2018, the Department continues to work with Green Schools to increase the number of schools participating in the programme.
I recently launched a joint public consultation with the Minister for Further and Higher Education, Research, Innovation and Science Simon Harris, for a new strategy on ESD to 2030 for publication in early 2022.
A range of programmes and resources are available to support teachers and schools to deliver ESD including An Taisce’s Green-Schools programme which engages with 94% of schools.
The Green-Schools programme impacts for the academic year 2019/2020 included: 2,500 tonnes of waste diverted from landfill, 29 million units of electricity saved, 592 million litres of water saved, 4,000 students received cycle training, 1,100 bike and scooter parking spaces created and 2,799 native Irish trees planted, In addition to the Green-Schools Travel programme, Green-Schools recently launched the Safe Routes to School programme which aims to create safer walking and cycling routes within communities, alleviate congestion at the school gates and increase the number of students who walk or cycle to school by providing walking and cycling facilities. The improvements to the school commute could range from an upgraded footpath or new cycle lane to a complete reworking of a school’s entrance. The programme, which is the next phase in the Government’s investment in active travel, will see funding provided from the €1.8 billion committed under the Programme for Government, to support walking/scooting and cycling to primary and post-primary schools. 170 schools have been selected to participate in the first round of the programme with 932 expressing an interest. The programme is funded by the Department of Transport through the National Transport Authority (NTA) and is supported by the Department of Education. Green-Schools is co-ordinating the programme, while funding will be made available to local authorities which will play a key part in delivering the infrastructure along access routes and at the school gate.
The latest Green Schools Travel report for 2019 is available here: greenschoolsireland.org/wp-content/uploads/2020/05/GST-Annual-Report-2019-small.pdf
The National Transport Authority have also published a toolkit for schools aimed at reducing the number of children who travel to school by car:
With regard to school transport, the School Transport Scheme is a significant operation managed by Bus Éireann on behalf of my Department. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020. The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. My Department shares a common interest on how students travel to school and while the School Transport Scheme is for the provision of transport by means of travelling in vehicles, we are supportive of initiatives involving walking and cycling to school. My Department recently commenced the review of the School Transport Scheme. This review will take a fresh look at the School Transport service and its broader effectiveness and sustainability, and will build upon the commitments within the Programme for Government as they relate to school transport, including examining options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme.
My Department also issues a quarterly ESD Newsletter to all schools which aims to raise awareness and promote a whole institution approach to sustainability in Education.
92. Deputy Thomas Gould asked the Minister for Education her views on the possibility of there being no public single sex secondary education option on the northside of Cork city. [35259/21]
View answerAs the Deputy is aware, there are ten non-fee paying all-girls post primary schools in Cork City. The decision-making authority in respect of the status of existing schools, including whether they are single or mixed gender, belongs to the Patron, subject to the agreement of my Department.
New schools are established by my Department to meet demographic need and, generally, such new school provision (primary and post-primary) is mixed gender in nature. Co-educational schools provide greater flexibility than single sex schools in terms of meeting demographic and school accommodation requirements in an area. Single-gender provision may, however, be made if there is an identified imbalance between the capacities of single-gender schools in the area.
93. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the way in which she will resolve any unfair marking down of students’ grades in their leaving certificate oral examinations. [35379/21]
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.
94. Deputy Joan Collins asked the Minister for Education if a standard ventilation system is recommended for schools; if schools have been supported by a grant to install pandemic ventilation; and if there are checks by the Health and Safety Authority to ensure these systems are up to standard. [35351/21]
View answerDesign of ventilation in schools requires compliance with the Building Regulations and my own Departments Technical Guidance Documents.
Managing classroom ventilation is one of a number of prevention and control measures in place to ensure schools are safe.
Practical steps for the deployment of good ventilation practices was provided to the school system in the context of re-opening for September 2020. This guidance recognises that there is no “one size that fits all” and that ventilation is best managed at local individual school level. The guidance was reviewed and updated in November 2020 and in May 2021.
The May 2021 update took account of the work of an expert group on ventilation that was established to assess the role of ventilation in reducing transmission of Covid-19 across many settings. This included guidance on the role that portable CO2 monitors can play in providing schools with a useful general indication that areas/ rooms may not be adequately ventilated and can enable occupants to become familiar with the impact of activities, outdoor weather and window openings on ventilation levels. The Department is supporting the provision of CO2 monitors to the school system through a centrally tendered procurement process.
It is open to Health and Safety Authority inspectors to visit any workplace to determine how well employers are managing health and safety matters including in relation to Covid-19 preventative measures.
Schools that identify inadequate ventilation in a room can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis.
95. Deputy Emer Higgins asked the Minister for Education the number of persons who have benefited from the parent’s benefit per county since its introduction and since its expansion in April 2021. [35383/21]
View answerWithin my department, 33 employees have applied for Parent's Leave since its introduction. 14 of these applications have been since the expansion of the scheme in 2021. Any benefit payable to staff on Parent's Leave is a matter for the Department of Social Protection and my department does not hold any records in respect of this.
96. Deputy Éamon Ó Cuív asked the Minister for Education the number of primary schools in the State that had only one classroom teacher, that is, the principal of the school during the school year 2020-2021; if she plans adopting a policy that all schools no matter their size will have two classroom teachers; and if she will make a statement on the matter. [34175/21]
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 previous 30 September. The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific one aimed at small schools, to an independent Primary Staffing Appeals Board.
Previous budgets of 2016 and 2018 improved the staffing schedule by one point on both occasions to its historically lowest level ever of 1 teacher to 26 pupils.
Budget 2017 also announced two adjustments in relation to one teacher schools. Where the school is the sole primary school on an island, the school will be able to appoint a second teacher. An additional appeal option was introduced for single teacher schools with pupils across six or more class groups, allowing them to apply for the appointment or retention of a second teacher on reduced enrolment thresholds.
Budget 2021 implemented a further 1 point reduction for the 2021/22 school year so that primary schools will be allocated teaching posts on an average basis of 1 classroom teacher for every 25 pupils which has brought the teacher allocation ratio in all primary schools to the most favourable ever seen at primary level. In addition, there has been a three point reduction in the retention schedule, which will assist schools that would otherwise be at risk of losing teaching posts. This measure will help ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
The Department provides an ancillary grant top-up, where required, to one teacher schools to ensure that there is a second adult in the school for the duration of the school day.
In the current school year, 29 schools had one classroom teacher.
The Programme for Government commits to continuing to recognise the importance of small schools to communities across Ireland and the Department is working with our Partners to support this commitment.
97. Deputy Aodhán Ó Ríordáin asked the Minister for Education the details of the promised catch up fund; the amount that has been put aside for same; the use it will be put to; and when the funds will be available. [34789/21]
View answerA package of nearly €650 million has been provided to support the reopening of schools. This includes funding for PPE, additional teaching posts, sanitiser, enhanced cleaning, and also funding so that schools could employ replacement teachers, SNAs and administrative staff.
It is acknowledged that the closure of schools for extended periods on two separate occasions, over the past two years, due to COVID restrictions, has meant that this has been a very difficult period for our young people and students.
These difficulties were often even more pronounced for students who have disabilities, or special educational needs, who often found it harder to fully participate with remote education.
It is for this reason that Government, confirmed that special education should be a priority as part of school reopening earlier this year with special schools and special classes being prioritised for the earliest stages of school reopening.
In addition to prioritising pupils with special educational needs to return to school, my Department has also provided for a range of measures to support such pupils while out of school.
This included measures to support the provision of teaching support during the school closure period, a supplementary education scheme, and an enhanced summer education programme, which will take place this year.
Schools were also provided with funding as part of the digital and in the two tranches of funding totalling €100m in 2020 were advised to prioritise supporting the purchase of devices for students who may not have access to devices for remote learning.
As the educational environment returns to normality, there will be opportunities to fully reflect on the impact of school closures on children
There is currently some Irish and international research available on the impact of the period of school closures on students.
Understandably, much of this research, focuses on the impact on students with special educational needs and those most at risk of educational disadvantage.
Acknowledging that this is also likely to be the case in this country, my officials are working to consider how best to support schools and students as they return to school in September for the coming school year 2021/22.
Further research will be also be required in Ireland to measure the full extent of the impact that educational disruption, has had on children.
It will also need to consider which pupils have been most effected, whether the effects are temporary, or long term, and as to what measures might best alleviate or address this impact.
Further details will be provided in relation to any proposals to mitigate against lost learning time, in the coming weeks, once these considerations have been concluded.
However, it is also important to note that for the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.
This year we are also providing for two new special schools and 269 new special classes.
For the 2021/22 school year we will have a total of 2118 special classes, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.
My Department will continue to prioritise investment in special education, with over €2 Billion due to be spent on special education this year, in supporting the additional learning needs of pupils in our schools.
98. Deputy Denis Naughten asked the Minister for Education the steps she plans to take to cater for the increasing numbers of special needs pupils at primary level; if she has assessed the impact of the curtailment of supports for such children as a result of Covid-19; and if she will make a statement on the matter. [35168/21]
View answerMy Department will continue to prioritise investment in special education, with over €2 Billion due to be spent on special education this year, in supporting the additional learning needs of pupils in our schools.
A package of nearly €650 million has been provided to support the reopening of schools. This includes funding for PPE, additional teaching posts, sanitiser, enhanced cleaning, and also funding so that schools could employ replacement teachers, SNAs and administrative staff.
It is acknowledged that the closure of schools for extended periods on two separate occasions, over the past two years, due to COVID restrictions, has meant that this has been a very difficult period for our young people and students.
These difficulties were often even more pronounced for students who have disabilities, or special educational needs, who often found it harder to fully participate with remote education.
It is for this reason that Government, confirmed that special education should be a priority as part of school reopening earlier this year with special schools and special classes being prioritised for the earliest stages of school reopening.
In addition to prioritising pupils with special educational needs to return to school, my Department has also provided for a range of measures to support such pupils while out of school.
This included measures to support the provision of teaching support during the school closure period, a supplementary education scheme, and an enhanced summer education programme, which will take place this year.
Schools were also provided with funding as part of the digital strategy and in the two tranches of funding totalling €100m in 2020 were advised to prioritise supporting the purchase of devices for students who may not have access to devices for remote learning.
As the educational environment returns to normality, there will be opportunities to fully reflect on the impact of school closures on children
There is currently some Irish and international research available on the impact of the period of school closures on students.
Understandably, much of this research, focuses on the impact on students with special educational needs and those most at risk of educational disadvantage.
Acknowledging that this is also likely to be the case in this country, my officials are working to consider how best to support schools and students as they return to school in September for the coming school year 2021/22.
Further research will be also be required in Ireland to measure the full extent of the impact that educational disruption, has had on children.
It will also need to consider which pupils have been most effected, whether the effects are temporary, or long term, and as to what measures might best alleviate or address this impact.
Further details will be provided in relation to any proposals to mitigate against lost learning time, in the coming weeks, once these considerations have been concluded.
However, it is also important to note that for the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.
This year we are also providing for two new special schools and 269 new special classes.
For the 2021/22 school year we will have a total of 2118 special classes, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.
My Department will continue to prioritise investment in special education, with over €2 Billion due to be spent on special education this year, in supporting the additional learning needs of pupils in our schools.
99. Deputy Gary Gannon asked the Minister for Education if all school staff will be vaccinated ahead of the next academic year; if she is communicating with the Department of Health to ensure same; and if she will make a statement on the matter. [35388/21]
View answerThe current vaccination roll out schedule, which was recommended to government by the National Immunisation Advisory Committee (NIAC), and endorsed by the NPHET, is that the remainder of the population will be completed on an age basis from those aged 64 years and younger. The recommendations from the NIAC have been published on the RCPI website: www.rcpi.ie/policy-and-advocacy/national-immunisation-advisory-committee/.
The move to an age-based model supports the vaccination programme objectives by protecting those at highest risk of serious illness, hospitalisation and death first regardless of occupation. The move also facilitates the planning and execution of the programme across the entire country and improves transparency and fairness.
This decision has implications for many sectors including school staff and will ensure those working in schools are vaccinated with their age cohort. People who are medically vulnerable including school staff will continue to be vaccinated in line with their original grouping.
The guiding force behind it has always been to protect the most vulnerable in our society. Having considered the latest medical evidence, it is the view of NIAC that older people, regardless of occupation, are more susceptible to the virus. Government remains committed to ensuring that the rollout of the national vaccination programme as quickly and efficiently as possible.
The Department remains committed to regular engagement with the education partners and will continue to engage with unions and management bodies on all issues concerning Covid-19.
100. Deputy Marc Ó Cathasaigh asked the Minister for Education if she will investigate the obstacles facing a qualified teacher (details supplied) who holds qualifications from outside of Ireland but who is unable to register with the Teaching Council of Ireland to teach at post-primary level; if she will engage with the Teaching Council of Ireland to ensure that the teacher registration process is both transparent and efficient; and if she will make a statement on the matter. [35292/21]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
It is a function of the Council under the Teaching Council Acts (s7(2)) to act as the competent authority for recognition of qualifications obtained by a person who has applied under this Act for registration as a teacher. A person who has completed teacher education qualifications outside the State and is seeking to register with the Teaching Council must have their qualifications assessed to determine that they are comparable and equivalent to accredited qualifications in Ireland. The process and requirements are outlined on the Teaching Council website with information on timeframes involved.
Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and programme of induction in the country in which they qualified and can provide an official letter from the relevant teacher registration body/Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in the State/country. All applications from teachers who qualified abroad are processed in line with the EU Directive 2005/36/EC and are assessed in the same manner, regardless of whether they qualified within or outside the EU. All applications are individually assessed to determine comparability with registration requirements in Ireland and where significant differences are identified through the assessment process, qualification shortfalls are identified and attached as conditions to their registration.
The qualifications of the teacher referred to have been assessed by the Council and deemed to be comparable to the primary teaching registration requirements in Ireland. The letter of recognition provided from the Austrian competent authority confirming that the teacher is recognised as a primary teacher in her home country has also been noted. Thus, registration under the Primary route has been granted with conditions. Registration with conditions has also been granted under the Further Education route. Teachers normally are given a period of three years to meet the conditions of registration. Requests for an extension of time are considered. An extension request has been received from the teacher referred to and is currently under consideration.
Maintaining the standards of the teaching profession is a function of the registration process and those standards are applied equally to Irish and overseas applicants, through ensuring comparable qualifications verified by the Council as outlined.
The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration.
101. Deputy Bernard J. Durkan asked the Minister for Education the extent to which her Department continues to respond expeditiously to requests for new schools or extensions to existing schools at primary and second-level throughout the country including County Kildare; and if she will make a statement on the matter. [35277/21]
View answerThe current NDP, as part of Project Ireland 2040 framework, provides for €8.8bn investment in schools during the period 2018 to 2027. The increased investment under the NDP has positioned the State to focus on adding capacity to cater for increased enrolments and demographic needs.
During the NDP period 2018-2020, there were 526 completed building projects under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places, including permanent accommodation for 229 special classes; and additional capacity for 67 classrooms in 14 special schools throughout the country. 17 of these projects delivered were in County Kildare.
The Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large Scale Capital Programme and the Additional School Accommodation scheme. 51 of these projects are in County Kildare. 30 of these projects are on the Large Scale Capital Programme and 21 projects are being delivered under the Additional Accommodation scheme.
The current status of these projects being delivered is listed on a county by county basis on the Department's website at www.education.ie and updated regularly.
