Written Answers Nos. 133-147
133. Deputy Patricia Ryan asked the Minister for Defence the amount paid to outside agency technicians for aircraft maintenance by the Air Corps in 2020 and to date in 2021; and if he will make a statement on the matter. [55097/21]
View answerI am informed by the military authorities that the Air Corps utilises their own technicians for the maintenance of its aircraft for both daily maintenance inputs and more in-depth aircraft inspections.
No money has been paid to outside agency technicians for aircraft maintenance by the Air Corps in 2020 and to date in 2021.
134. Deputy Patricia Ryan asked the Minister for Defence the average hourly rate being paid to enlisted maintenance technicians in the Air Corps; the number of vacant positions for maintenance technicians; and if he will make a statement on the matter. [55098/21]
View answerA number of factors apply in order to calculate the hourly rate paid to enlisted maintenance technicians. Qualified maintenance technicians are paid dependent on their current point of the scale, rate of Military Service Allowance for their rank and if they are in receipt of Technician Pay for their appointment. The salary can range from the first point of the Private 3 Star payscale, up to the top of the scale at BQMS rank and whether they joined pre or post 1994.
Payscales can be found at the following url: www.gov.ie/en/organisation-information/e8132-routinely-published-information/
Negotiations on a new public service agreement were held in late 2020 with public service trade unions and representative associations. A new agreement ‘Building Momentum – A New Public Service Agreement 2021 – 2022’ has subsequently been ratified by the overwhelming majority of public sector unions. Following a ballot of their members the Permanent Defence Force Representative Associations, namely RACO and PDFORRA, formally notified the Workplace Relations Commission of their intention to comply with this agreement.
In return for ongoing reform and productivity measures the agreement provides for further increases in pay to all public servants, including members of the Defence Forces. This agreement includes the following increases:
- A general round increase in annualised basic salary for all public servants of 1% or €500, whichever is greater, came into effect on 1st October 2021.
- The equivalent of a 1% increase in annualised basic salaries to be used as a Sectoral Bargaining Fund, in accordance with Chapter 2 of the Agreement, on 1st February 2022.
- A general round increase in annualised basic salaries for all public servants of 1% or €500, whichever is greater on, 1st October 2022.
The Government remains fully committed to addressing pay and conditions in the Defence Forces. The Programme for Government provided for the establishment of a Commission on the Defence Forces, which was established on the 15th December 2020. On completion of the Commission's work, I will consult with the Minister for Public Expenditure and Reform on the establishment of a permanent pay review body for the Defence Forces.
Referring specifically to the hourly rate of pay for enlisted maintenance technician's, there is no definitive figure available here. This is due to the fact that for maintenance technicians, in the Air Corps, a rate of pay depends on factors such as rank and associated pay scales, as well as related technical pay rates. In the case of maintenance technicians Tech Pay 4, 5 or 6 can be applied, but again it is not linked to an hourly rate, as asked.
The number of vacant positions for maintenance technicians in the Air Corps is currently being complied and will be provided to the Deputy as soon as it is available.
135. Deputy John McGuinness asked the Minister for Education if approval will be expedited for an ASD classroom for a school (details supplied); and if she will make a statement on the matter. [54807/21]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
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.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
As the query refers to an individual school, I will arrange to have it referred to the NCSE for their attention and direct reply.
136. Deputy Jackie Cahill asked the Minister for Education if she will reintroduce the policy in which schools could bank substitution hours for days when school staff, such as special education or resource teachers, have to cover for class teachers due to the inability to source an external substitute; and if she will make a statement on the matter. [54815/21]
View answerDepartment Circulars 0044/2019 and 31/2011 set out the sequence of recruitment for substitute appointments, which include contacting a person on the substitute list established by the employer, or by using a national substitute service such as SubSeeker, or advertising. As a measure of last resort, and in the context of the uncertainty surrounding Covid-19 related absences, schools were permitted to use non-mainstream class teachers last year to provide cover for teacher absences. Due to the successful roll out of the vaccination programme and changes to the rules around close contacts and the requirements to restrict movements, teacher absences due to Covid-19 should be reduced this year.
My Department has engaged with the education stakeholders on the issues raised about the current difficulty in accessing substitutes for teacher absences. Among other measures, a review of the supply panels has taken place and approximately 100 additional teachers are being added to existing/new areas where significant challenges have been demonstrated in sourcing substitution. Engagement is taking place with the base schools to make arrangements for the recruitment of additional staff immediately.
In addition to the expansion of the supply panels, schools have been asked to combine their allocation of principal release days into clusters so as to form a full-time fixed-term post to cover each school principal’s release days
Restrictions for job-sharing teachers undertaking substitution, have been temporarily suspended which allows these teachers to work additional days if available to cover vacancies in their own and other schools. Likewise, teachers on career break can carry out substitute work without restriction in the current school year.
Higher Education Institutions (HEIs) have been requested to be flexible with the student teachers to facilitate student teachers being available for substitution work. HEIs have also been requested to communicate with post primary PME students to advise them of the availability of substitution in primary schools.
The Teaching Council have been asked to undertake a communications campaign to contact the 111,000 teachers on the teaching register to urge them to make themselves available for substitution.
Teachers who may be available to undertake substitution work have been asked to register on SubSeeker.ie so that schools are aware of their availability when seeking to fill substitute vacancies.
My Department will continue to keep this matter under review in collaboration with the education stakeholders.
137. Deputy Jackie Cahill asked the Minister for Education the reason a person (details supplied) has been provided with a part-time SNA; when they will be provided with an SNA with full-time hours; and if she will make a statement on the matter. [54828/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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 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.
- As in previous years, 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
The NCSE have published the SNA allocations on their website, www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website, www.gov.ie/en/circulars/?organisation=department-of-education
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
138. Deputy Peadar Tóibín asked the Minister for Education the total amount spent by her Department on advertisements, including traditional forms of advertisement and online advertising, in each of the past ten years and to date in 2021. [54904/21]
View answerThe Department’s spending on advertising for the period in question is outlined below.
The Department has recently engaged in a number of advertising campaigns including the Teaching Transforms campaign which has been ongoing since late 2018 to promote the teaching profession and encourage post primary and third level students to apply for programmes of initial teacher education. The various phases of the campaign have used a range of channels, including digital (online video and social media), radio (traditional and digital) and print (national papers and college press).
The Department has also engaged in public information campaigns in respect of school reopening, to ensure widespread awareness of public health advice in the context of Covid-19. It has also undertaken targeted advertising and awareness campaigns for students involved in both the 2020 Calculated Grades process and the 2021 Leaving Certificate and Accredited Grades process to ensure awareness of the changed procedures under these models, necessitated by the pandemic.
Department of Education spending on advertising
|
Year |
Amount |
|
YTD October 2021 |
€407,642.07 |
|
2020 |
€613,409.24 |
|
2019 |
€285,014.64 |
|
2018 |
€337,812.21 |
|
2017 |
€71,630.37 |
|
2016 |
€79,913.20 |
|
2015 |
€114,838.31 |
|
2014 |
€124,961.03 |
|
2013 |
€310,157.35 |
|
2012 |
€47,463.63 |
|
2011 |
€1,077.99 |
|
Total |
€2,393,920.04 |
139. Deputy Michael Moynihan asked the Minister for Education the status of the SNA exceptional review application submitted by a school (details supplied) in County Cork; and if she will make a statement on the matter. [54921/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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 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.
- As in previous years, 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
The NCSE have published the SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website, www.gov.ie/en/circulars/?organisation=department-of-education
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
140. Deputy Ged Nash asked the Minister for Education the number of first and second level school places allocated to schools (details supplied) for the 2021-2022 school year; if she is satisfied that there are sufficient second level first year places available in the Drogheda and east County Meath area; and if she will make a statement on the matter. [54925/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, the Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level. While enrolment returns in respect of the current school year are still being finalised with schools, my Department is aware of increasing pressures and demand for additional post-primary school places in a number of areas.
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 they are not available to all pupils
- External draw – pupils coming from outside the local area
As the Deputy may be aware, my Department has the following major building works planned to assist in the process of providing additional second level places for 2021 in the Laytown and Drogheda school planning areas:
- Drogheda ETSS (RN 68348A) will provide for 1,000 pupils
- Franciscan College Gormanstown, Meath (RN 64420I) will expand to cater 1000 pupils
There are also a number of other schools in the area that have devolved capital projects and details of these are available on my Department’s website, www.education.ie. These include:
- St Oliver’s Community College, Drogheda will expand to cater for 1500 pupils
- St Mary's Diocesan School, Drogheda will expand to cater for 750 pupils
- Colaiste na hInse, County Meath will expand to cater for 1300 pupils
- St. Josephs CSS, Drogheda has an application in the final stages of assessment following which a decision will be conveyed directly to the School Authorities.
The true extent of any capacity issues will only become known following discussion with the relevant school authorities. Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the area in question, to identify particular capacity requirements for the forthcoming year which will inform possible further action to that already planned.
141. Deputy Sean Sherlock asked the Minister for Education further to Parliamentary Question No. 159 of 23 June 2021, the date the tenders arrived back for a project (details supplied) following the extension of four weeks after 8 September 2021; if a timeline has been established for the awarding of tenders; and if construction will begin in quarter 4 2021. [54988/21]
View answerThe school building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme.
On June 14th 2021, this project was included in a bundle of projects which were tendered to a newly established Design & Build Contractors Framework. The tenders were returned on October 27th 2021 and are currently being assessed by my Department's Project Manager.
The award of the building contract to the successful Contractor is anticipated in Quarter 1 of 2022. Once a Contractor has been appointed, my Department will keep the school informed of the construction programme underpinning the contract.
142. Deputy Sean Sherlock asked the Minister for Education the status of tenders received for a project (details supplied); and the current timeline for construction to begin. [54989/21]
View answerI would like to inform the Deputy that a tender report has not been received from the school in question in regards to the Window Project approved under the Emergency Works Scheme.
143. Deputy Paul McAuliffe asked the Minister for Education her plans to increase the provision of both primary and post-primary education in Santry, Dublin 9; and if she will make a statement on the matter. [55067/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit, school enrolment data and information on residential development activity, to identify where additional school accommodation is needed at primary and post-primary level. Santry is located in the Whitehall_SantryD9 school planning area.
The most recent projections for this school planning area indicates an increase in school requirements at post primary level. My Department is currently working to examine the capacity of the schools in the area to meet this projected demand.
Where data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A number of capital projects have been recently completed or are currently planned or underway in the Dublin 9 area, including expansions at St. Aidan’s CBS, Dominican College, Clonturk College and Scoil Caitriona. The additional capacity being provided by these projects is being considered in the context of the projected future requirements in the area.
The most recent projections for the school planning area do not indicate a requirement for the establishment of an additional primary or post primary school. My Department will continue to work to ensure that there is sufficient capacity to meet school place demand.
School place requirements nationally, including in Dublin 9, for both Primary and Post Primary level will continue to be kept under on-going review and in particular will have regard to the impact of the increased rollout of housing provision as outlined in Project Ireland 2040.
144. Deputy Catherine Murphy asked the Minister for Education the amount provided in capitation grants nationally in each of the past ten years to date; the amount forecasted to be granted in 2022 and 2023; and if she has factored Covid-19 into her budgeting for capitation. [55134/21]
View answerMy Department provides capitation funding to all recognised primary schools and post primary schools within the free education scheme. The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grants to cater for the cost of employing ancillary services staff. I understand the need for improved capitation funding and I am pleased that budget 2020 has been able to provide for a further 2.5% increase in standard capitation funding for primary and post-primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019. The combined increases given in 2019 and 2020 mean that circa 40% restoration has been achieved. All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
Details of the amount provided in capitation related grants nationally in each of the past ten years to date is provided in the table at the following link and includes the additional Covid-19 Capitation funding provided in 2020.
Capitation grants payable in 2022 and 2023 will be determined by the per capita rate at the time and the recognised enrolments on 30 September 2020 and 2021 respectively.
It is a key objective of the Government’s plan for living with COVID-19 (Resilience and Recovery 2020-2021: Plan for Living with COVID-19) that our children and school staff can attend school safely. My Department has always been guided by public health advice in relation to the infection prevention and control measure appropriate for schools. The range of supports being made available to all recognised schools in the free education scheme to support implementation of these measures include additional financial supports, totalling €216 million to date, to provide for Enhanced Cleaning and Supervision, PPE and hand hygiene costs under the COVID-19 response plans. My Department will consider the funding requirements for 2022 and 2023 in light of the public health advice in place at that time.
145. Deputy Catherine Murphy asked the Minister for Education her plans to negotiate a corporate rate for all schools nationally in respect of their heating and lighting bills. [55135/21]
View answerThe Minister for Education has ensured that centrally negotiated rates are available to schools for electricity and bulk heating fuels. These rates are available through existing frameworks sourced by the Office of Government Procurement (OGP). OGP has run competitions specifically for Schools and Education and Training Boards (ETB) at a national level and the Schools Procurement Unit, ETBs and the Department has communicated with schools and school management bodies informing them of the options available to them through these national arrangements. Information on how to avail of these arrangements is available via the Schools Procurement Unit website, www.spu.ie and through the local Education and Training Board for ETB schools.
146. Deputy Catherine Murphy asked the Minister for Education if she has conducted a cost-benefit analysis regarding the installation of air filtration systems versus heating costs in schools. [55136/21]
View answerThe Department has not undertaken a cost-benefit analysis regarding the installation of air filtration systems versus heating costs in schools. The focus of the Department has been providing support to schools in applying public health advice with respect to the role of ventilation in managing COVID-19.
The Department’s ventilation guidance for schools is very clear and practical on the steps to be taken by all schools to manage ventilation levels.
Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. A copy of the guidance is published on the Gov.ie website. In keeping with the guidance
The over-arching approach is ventilation first with the guidance for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use. This ventilation first approach does not necessitate the need for a cost-benefit analysis of air filtration systems versus heating costs in schools.
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.
Where the above measures have been undertaken, and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume. If, following consultation with a supplier a school feels that its individual space may require specific technical specialist advice then the assistance of a Chartered Engineer or Registered Architect can be sought.
147. Deputy Catherine Murphy asked the Minister for Education the expectations on schools nationally that cannot meet the standard in the context of the minimum temperatures for schools as per design note 17 of the school premises regulations due to the requirement for school buildings to be properly ventilated in order to mitigate the potential spread of Covid-19 among students and teachers and staff. [55137/21]
View answerThe Department’s ventilation guidance for schools is very clear and practical on the steps to be taken by all schools to manage ventilation levels.
Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. A copy of the guidance is published on the Gov.ie website.
The over-arching approach for schools should be to have windows open as fully as possible when classrooms are not in use (e.g. during break-times or lunch-times and also at the end of each school day) and partially open when classrooms are in use. It is worth noting that windows do not need to be open as wide in windy/colder weather in order to achieve the same level of airflow into the classroom. This will assist in managing comfort levels in classrooms during periods of colder weather.
Similarly ensuring that at the end of the school day each evening, the windows in each room are opened (as wide as is practical and safe, while also considering security issues) for at least 15 minutes to ventilate the room fully will ensure that the classrooms are ventilated from the night before and this does not need to be repeated prior to class in the morning. During this first class of the school day windows should, weather conditions permitting, be partially opened (as per guidance in this document) to keep the room fresh and prevent stuffiness and condensation etc. This is in addition to and complements the end-of-day ventilation described above.
Achieving fresh air by having a number of windows partially opened as required rather than one window fully open can help to maximise the use of window driven natural ventilation distribution across the room without causing discomfort. In colder weather any local chilling effect can be offset by partially opening the windows nearest to and above the radiators.
As part of managing comfort levels in classrooms, schools should check that their boilers operation temperatures are set at the recommended manufacturers’ guidance levels to maximise the available heat to the school. In addition, heating should operate for extended periods during colder weather to counteract, as best as possible, the impact of windows being open (partially when classrooms are in use and fully when not in use) in order to maintain an appropriate balance between ventilation and comfort levels.
Deployment of the above measures can be supplemented and enhanced by the use of Carbon Dioxide (CO2 ) monitors. These monitors can provide 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 levels of good ventilation within a room.
The Department considers the above practical steps and stepwise approach are sufficient to ensure good ventilation practices in school while at the same time ensuring an appropriate balance between ventilation and comfort.
Schools that identify inadequacies can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address enhancements on a permanent basis.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation. Officers are also available to contact schools where required, walking through the steps the schools should take to deploy good ventilation practices etc.
Where the above measures have been undertaken, and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume. If, following consultation with a supplier a school feels that its individual space may require specific technical specialist advice then the assistance of a Chartered Engineer or Registered Architect can be sought.
