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Thursday, 1 Jul 2021

Written Answers Nos. 54-69

Special Educational Needs

Questions (54)

Bernard Durkan

Question:

54. Deputy Bernard J. Durkan asked the Minister for Education the extent to which special needs requirements as set out by the relevant school authorities continue to be met in full at primary and second-level schools throughout the country including County Kildare; if any particular delays are being experienced in this regard; and if she will make a statement on the matter. [35278/21]

View answer

Written answers

The provision of education for children with special needs is an ongoing priority for Government. The numbers of special classes, special education teachers and Special Needs Assistants (SNAs) are at unprecedented levels.

My Department will spend approximately €2 Billion on making additional provision for children with special educational needs in 2021.

This year we are 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.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide, including schools in Kildare. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.

NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.

It is open to any school to make an application to the NCSE for the establishment of a specialized provision and where sanctioned, a range of supports, including capital funding, is made available to the school.

The investment has also provided for an increase of 40% in the number of special education teachers allocated to schools, from 9,740 in 2011, to over 13,600 at present.

The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.

Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.

The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

A school that decides to make an exceptional needs review appeal can do so at the following link: ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc

The additional investment in provision for special education teachers, combined with reform of the mechanism for allocating special education teachers to schools, based on the profiled needs of schools, means that special needs teacher requirement can continue to be met nationally, including for schools in County Kildare.

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

Budget 2021 provided for an additional 990 additional SNAs for allocation to schools, bringing the total numbers to 18,000 by December 2021. This will represent an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.

This allocation of SNAs is to meet the care needs of pupils in 2021 and will enable the establishment of new special classes, creation of new places in special schools, support for children in mainstream classes for the 2021/22 school year.

Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year. SNA allocations for special classes and special schools are not affected by this arrangement.

School Staff

Questions (55)

Bríd Smith

Question:

55. Deputy Bríd Smith asked the Minister for Education the outcome of discussion with representatives of school secretaries; if further discussion is planned; and if she will make a statement on the matter. [34946/21]

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Written answers

I am keenly aware of the vital contribution of secretaries and caretakers within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools.

In recognition of their role, I have put special arrangements in place for this school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries and caretakers.

The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.

On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented and increased funding was provided by my Department.

The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.

Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals. The parties continue to engage under the auspices of the WRC and I support meaningful engagement on this issue by all parties.

Education Policy

Questions (56)

Gary Gannon

Question:

56. Deputy Gary Gannon asked the Minister for Education further to Parliamentary Question No. 343 of 13 May 2021, the status of the workshops on the promotion of wellbeing and resilience in schools which includes trauma informed approaches; and if a national roll-out of these workshops are still planned for the next academic year. [35389/21]

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Written answers

NEPS is currently developing a range of workshops on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practising psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs. Following a pilot of the workshops undertaken in the summer term (2021) with a mixture of DEIS, non-DEIS and urban and rural schools, the national roll-out of these workshops and webinars are planned for the next academic year.

Special Educational Needs

Questions (57)

Pauline Tully

Question:

57. Deputy Pauline Tully asked the Minister for Education the number of schools that have signed up for the enhanced summer July provision programme for children with additional educational needs; the reason her Department did not announce the details of the programme until mid-May impacting on the time for school planning and parents' ability to source tutors; if she will consider implementing a review of the programme with a view to incorporating long-term planning which avoids schemes being developed and announced last minute as is the case at present; and if she will make a statement on the matter. [35353/21]

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Written answers

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 and a supplementary education scheme.

All schools reopened on 12 April. Priority was then given to planning for an expanded summer programme. There was extensive consultation with stakeholders with a particular focus on the barriers to school participation. Steps were taken to address issues identified including the provision of paid planning and preparation time, flexibility on the timing, reduced administrative burden, increased guidance and support and arrangements to pay teachers and SNAs earlier.

The arrangements for an expanded summer programme for 2021 were announced in May some weeks ahead of last year with a budget of €40m. Under the 2021 programme, students with complex special educational needs and those at greatest risk of educational disadvantage will have access to an enhanced summer programme of education.

Participation by schools, teachers and SNAs is voluntary.

A home based strand is available for children with complex needs as in previous years. Support and information has been provided to help parents in securing a tutor.

The closing date for school registration for the programme was 25 June. The following table provides data on the number of schools registered for the special education programme at this time and comparative figures for 2020.

2020

2021

Special Schools

35

48

Special Classes

224

360

Information on the actual level of take up will only become available when applications for funding are received when the programmes are complete probably September/October period.

In line with policy advice received from the NCSE, a review of the July Provision was commenced in 2019 but was paused due to Covid but will get underway again shortly.

Special Educational Needs

Questions (58)

Holly Cairns

Question:

58. Deputy Holly Cairns asked the Minister for Education if it will be ensured that a primary school (details supplied) is provided with a SNA allocation and SET hours to meet its needs in September 2021. [35177/21]

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Written answers

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.

In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Special Education and Inclusion and the Minister of State for Education have agreed on the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:

- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.

- No school will therefore receive an allocation less than that which they had on 30 April 2021.

- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.

- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.

Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

SNA allocations for special classes and special schools are not affected by this arrangement.

The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.

Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.

The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If you wish to make an exceptional needs review appeal you may do so at the following link: ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc

The NCSE has published the SNA and SET allocations for the 2021/22 school year on their website at ncse.ie/statistics

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

The NCSE have confirmed that Ardagh BNS has recently submitted applications seeking exceptional reviews of their SNA and SET allocations and that both applications are being processed.

As this question relates to a particular school, I have referred the question to the NCSE for their direct reply. The Department does not have a role in making individual school determinations.

School Transport

Questions (59)

Pa Daly

Question:

59. Deputy Pa Daly asked the Minister for Education if she will reconsider the criteria for places on school transportation in which the student is unable to avail of their closest school due to special needs or due to the fact that the closest school is oversubscribed; and if she will make a statement on the matter. [32412/21]

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Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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 the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.

In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs and transport is provided on this basis. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).

The family is advised to contact School Transport Section of my Department should they wish to discuss their application for School Transport.

School Admissions

Questions (60)

Gino Kenny

Question:

60. Deputy Gino Kenny asked the Minister for Education if she will meet with parents and teacher representatives in the Clondalkin area of Dublin 22 to discuss the crisis in secondary school places for the coming academic year; her plans to accommodate children from the area who cannot access any of the secondary schools in the area; and if she will make a statement on the matter. [34947/21]

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Written answers

I wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including Clondalkin_22 School Planning Area. (SPA)

Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – pupils have applied for a place to a number of schools in the area

- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area

- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils

- External draw – pupils coming from outside the local area

Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.

Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in Clondalkin-D22 SPA to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.

I wish to advise the Deputy that St. Kevin's Community College, Clondalkin, Dublin 22, has been approved 4 general classrooms of modular accommodation for September 2021 to cater for increased intake plus the patron of the school as agreed to grow the school to accommodate 1,000 pupils. In addition, additional general classrooms are being provided in Moyle Park College under the Department Additional Accommodation Scheme.

Schools Building Projects

Questions (61)

Alan Dillon

Question:

61. Deputy Alan Dillon asked the Minister for Education the status of proposed building works for a school (details supplied); the stage of capital appraisal the school is at; the likely timeline to progress; the status of the teacher allocation appeal; and if she will make a statement on the matter. [35172/21]

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Written answers

As the Deputy is aware, a building project for the school in question is included in my Department's school building programme.

The accommodation brief for the proposed project is currently being considered and a site visit is required to assist in developing the brief. My Department has been in contact with the school authorities in this regard.

With regard to teacher allocation, the National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.

Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments. Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.

Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs. These schools are staffed on the basis of individual pupil profile and the disability categorisations of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

I understand that the NCSE has been in ongoing correspondence with the school regarding the matters raised and has clarified the allocation of teaching posts and SNAs for the 2021/2022 school-year.

My Department has no role in making individual school determinations.

Pupil-Teacher Ratio

Questions (62)

Peadar Tóibín

Question:

62. Deputy Peadar Tóibín asked the Minister for Education if she will consider taking action to reduce class sizes in primary schools in County Meath; and if she will make a statement on the matter. [34499/21]

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Written answers

Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.

For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils which is a historical low ratio. Lower thresholds are in place for DEIS Urban Band 1 schools. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.

The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15:1 at primary level when comparing the 2015/16 school year to the 2019/20 school year. Average class sizes improved from 24.9 to 24.1 in the same period. The recent improvement in the staffing schedule will continue the positive trend of improvement in the pupil teacher ratio and class sizes.

Any further improvement in the staffing schedule will be considered in the context of the annual budgetary process.

School Accommodation

Questions (63)

Neale Richmond

Question:

63. Deputy Neale Richmond asked the Minister for Education the status of the installation of prefabs in a school (details supplied); and if she will make a statement on the matter. [34833/21]

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Written answers

In relation to the school referred to by the Deputy, the school itself does not require prefabs for the 2021/22 academic year as they have sufficient accommodation in the building they are temporarily occupying.

This school referred to by the Deputy shares the campus with two other schools, both of which, do require additional accommodation for September 2021. With regard to those two schools the only option available to accommodate their requirements is to install the prefabs required in the coming weeks so as to ensure each of these schools will have sufficient accommodation for their intake of classes in September 2021. The post-primary school is also establishing a Special Educational Needs Unit this coming year to meet the urgent demand in the school planning area and a classroom to accommodate this is included in the additional accommodation being provided.

School Admissions

Questions (64)

Aodhán Ó Ríordáin

Question:

64. Deputy Aodhán Ó Ríordáin asked the Minister for Education the progress that has been made on the promised review of the impact of the provision of section 62(10)(b) of the Education (Admission to Schools) Act 2018 in November 2020; and if she will make a statement on the matter. [34786/21]

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Written answers

From February 2020 all recognised schools in Ireland were required to draft a new school admission policy in accordance with the Act’s requirements. These draft policies required consultation with the Patron, the staff of the school and parents of children attending the school.

These revised admission policies have been approved by respective Patrons, and are published on individual school websites. These policies will apply for admission to school from September 2021 onwards.

Information on how many schools will choose to use this provision provided for by the Act and its impact or otherwise on school enrolment will only become apparent when it becomes operational in September 2021, and will assist with forming a considered view, based on knowledge of the use of these criteria and their impact, if any, on school admissions.

Special Educational Needs

Questions (65)

Gino Kenny

Question:

65. Deputy Gino Kenny asked the Minister for Education the additional and total number of SNAs allocated to schools in the Clondalkin and Lucan catchment area for the coming year; and if she will make a statement on the matter. [34948/21]

View answer

Written answers

The provision of education for children with special needs is an ongoing priority for Government.

The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.

My Department will spend approximately €2 Billion, or over 20% of its total educational budget on making additional provision for children with special educational needs in 2021.

This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.

Following Budget 2021, it is expected that a total of 18,000 Special Needs Assistant (SNA) posts will have been allocated to primary, post primary and special schools by the end of this year..

This will represent an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations. Accordingly your question has been forwarded to the NCSE for direct reply.

The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website, www.ncse.ie.

Site Acquisitions

Questions (66)

Aindrias Moynihan

Question:

66. Deputy Aindrias Moynihan asked the Minister for Education the number of engagements that have taken place with the landowner of a proposed new school site (details supplied), if there has been engagement with the council planners; and if she will make a statement on the matter. [35346/21]

View answer

Written answers

Under the Memorandum of Understanding in place between Local Authorities and my Department in respect of the acquisition of suitable sites for schools officials in my Department continue to liaise with officials in Cork City Council in relation to a site for the school in respect of which the Deputy is enquiring.

A number of site options have been identified and assessed by my Department in conjunction with officials from Cork City Council. Unfortunately in the case of most of these options, either the land could not be acquired from the landowner or the site was ultimately considered unfeasible to develop. However, two potential site options have been identified and negotiations are under way. These site options include potential campus arrangements with Le Chéile Secondary School.

There is ongoing active engagement with the Cork City Council, including with their planners in the context of the ongoing Development Plan review process. This consists of a number communications via phone calls, emails and conference calls.

I appreciate that the process is taking a considerable length of time but I can assure you that the acquisition of a suitable site for the school is very active on the programme of site acquisitions and every effort is being made to secure a suitable site for the school as expeditiously as possible.

The Deputy will appreciate that negotiations in respect of site acquisitions are, by their nature, sensitive and for that reason I am not in a position to provide further information at this time.

Question No. 67 answered with Question No. 38.

Pupil-Teacher Ratio

Questions (68)

Ruairí Ó Murchú

Question:

68. Deputy Ruairí Ó Murchú asked the Minister for Education if she plans to reduce the pupil-teacher ratio; and if she will make a statement on the matter. [35414/21]

View answer

Written answers

Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.

Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment on the previous 30 September. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.

At primary level, the annual staffing schedule determines the allocation of teachers to schools. For the current school year, it operates on a general average of 26 pupils to every 1 teacher (26:1). 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 lowest 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. Lower thresholds apply to DEIS Urban Band 1 schools.

At post primary level, teachers are currently allocated at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level would result in an additional 1150 teaching posts at an estimated cost of €56.5m per annum.

Any further improvement will have to be considered in the context of the annual budgetary process.

Schools Building Projects

Questions (69)

Aodhán Ó Ríordáin

Question:

69. Deputy Aodhán Ó Ríordáin asked the Minister for Education the extent of the delay in planning for the transfer of a school (details supplied) to the existing building of another school for the start of the new academic year in September 2021; and the extent of the delay in planning for the transfer of the school to the existing building of the other school. [34790/21]

View answer

Written answers

The building project referred to by the deputy is being funded under the Department’s Additional Accommodation Scheme 2021.

The project will provide refurbishment of 1,150 square metres of existing permanent accommodation. This accommodation includes the following provision: 6 general classrooms; a staff room; a Principal’s office; a general office; a meeting room; a multi-sensory room; a general purpose area. It also includes the relocation of an existing home economics room and science lab and upgrade works to internal doors and the alarm system.

I am pleased to inform the deputy that the project has recently been approved by the Department to go to construction.

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