Marian Harkin
Question:591. Deputy Marian Harkin asked the Minister for Education the position regarding funding for a school (details supplied). [33601/22]
View answerEducation Policy
Questions (591)
Written answers
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grants to cater for the cost of employing ancillary services staff.
These supports are made available to all recognised primary and post-primary schools in the free education sector. There is no funding for any private educational establishments outside of these categories such as the school referred to by the Deputy.
Schools Building Projects
Questions (592)
Réada Cronin
Question:592. Deputy Réada Cronin asked the Minister for Education when there will be a permanent building for a school (details supplied) given that first-year ASD provision in the form of a dedicated class is reportedly dependent on same; and if she will make a statement on the matter. [33606/22]
View answerWritten answers
The project to which the Deputy refers has recently been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA has been in contact with the school to introduce the team, communicate arrangements and discuss the project brief. The next step for the NDFA will be the appointment of a programme manager and full design team to guide this project through the architectural planning process through to completion.
I can confirm that the brief for this school does include a 4-class SEN base, but as the project is at an early stage of the architectural planning process, it is not possible to provide a timeline for its completion.
Schools Building Projects
Questions (593)
Richard Boyd Barrett
Question:593. Deputy Richard Boyd Barrett asked the Minister for Education if she will report on the proposed move to a temporary site for a school (details supplied) while the permanent building is under construction; if there is an issue with the move; if so, the reason; and if she will make a statement on the matter. [33623/22]
View answerWritten answers
The site referred to by the Deputy will be the schools permanent location. My Department lodged a planning application with Dun Laoghaire Rathdown County Council on Tuesday 21st June 2022 to provide interim accommodation on this site while awaiting the school's permanent accommodation.
As a contingency arrangement, my Department have also prepared a Section 5 application to Dun Laoghaire Rathdown County Council to determine whether a proposal to provide interim accommodation on the grounds of Mount Merrion Community Centre requires planning permission or is considered exempted development. My Department lodged this Section 5 application to Dun Laoghaire Rathdown County Council on Wednesday 22nd June 2022. The interim accommodation, which can be installed on either site once permission is secured, is already procured and available to my Department for installation. A Fire Cert and a Disability Access Certificate will be required on whichever site is available first and applications for these are being prepared.
Departmental Correspondence
Questions (594)
Fergus O'Dowd
Question:594. Deputy Fergus O'Dowd asked the Minister for Education if she will seek an urgent response from the terms and conditions section in relation to the matter (details supplied); and if she will make a statement on the matter. [33625/22]
View answerWritten answers
I refer to your further correspondence in relation to a named individual’s (details supplied) Qualification Allowance entitlement.
The position remains the same as previously outlined in the follow up response to Parliamentary Question No. 59779 of 2021 which was communicated to this teacher in February of this year.
As previously stated “To be eligible for payment of an additional qualification allowance under the terms of the Circular, in respect of awards after 5th December 2011, a teacher must have been actively undertaking the course of further study on 5th December 2011”.
The teacher was not actively undertaking the Postgraduate Diploma in Education course at NUI Maynooth on 5th December 2011, I must advise you that therefore he does not meet the criteria outlined in Circular 0008/2013 for payment of the allowance." There are no exceptions to this provision.
I hope this clarifies the position for you.
Special Educational Needs
Questions (595)
Eoin Ó Broin
Question:595. Deputy Eoin Ó Broin asked the Minister for Education the education supports and school place options that are available for a child (details supplied) who is currently unable to access a school place appropriate to their special needs. [33635/22]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
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.
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.
Parents seeking special class or school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
Schools Building Projects
Questions (596)
James Browne
Question:596. Deputy James Browne asked the Minister for Education the position regarding a development (details supplied); and if she will make a statement on the matter. [33637/22]
View answerWritten answers
The project referred to be the deputy is a campus project at Clonard, Co. Wexford. It has been devolved for delivery to Waterford and Wexford Education and Training Board (WWETB).
The current status for this project is that it is at Stage 1 of the Architectural Planning process. The Stage 1 Report has been received in the Department and it is currently being reviewed by the Department's Professional & Technical team.
While at this early stage it is not possible to provide a timeline for completion of the project, WWETB will be engaging directly with the school authority to keep it informed of progress.
Scoileanna DEIS
Questions (597)
John McGuinness
Question:597. Deputy John McGuinness asked the Minister for Education if DEIS Band 1 will be approved for a school (details supplied); and if she will expedite the matter [33725/22]
View answerWritten answers
I announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.
When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly.
Schools Building Projects
Questions (598)
Cormac Devlin
Question:598. Deputy Cormac Devlin asked the Minister for Education the status of the development of a school building project (details supplied); the details of the engagement between her Department officials and local authority officials; and if she will make a statement on the matter. [33811/22]
View answerWritten answers
With regard to the permanent site for the school referred to by the Deputy, approval to dispose of the site to the Minister was granted at Dun Laoghaire Rathdown County Council Meeting on 11th April 2022. This transfer is being progressed in line with the DPER protocol 15/11 for the “Intra State Transfer of State Property Assets” together with an agreed valuation produced by the Valuations Office. Heads of Terms have been agreed and my Department are awaiting draft contracts. It is expected that conveyancing will conclude shortly.
The school is currently located in interim accommodation at Kill Lane, Kill o’the Grange, Blackrock. My Department lodged a planning application with Dun Laoghaire Rathdown County Council on Tuesday June 21st 2022 to provide interim accommodation on the Mount Anville site. In this regard, I can confirm that there were meetings between DLRCC, representatives from my Department and the project manager on the following dates: 16th March, 11th April, 19th May, 27th May, 30th May and 1st June 2022.
As a contingency arrangement, last week my Department also lodged a Section 5 application to Dun Laoghaire Rathdown County Council to determine whether a proposal to provide interim accommodation on the grounds of Mount Merrion Community Centre requires planning permission or is considered exempted development. The interim accommodation, which can be installed on either site once permission is secured, is already procured and available to my Department for installation. A Fire Cert and a Disability Access Certificate will be required on whichever site is available first and applications for these are being prepared.
My Department is also working with the school's patron body, An Foras Pátrúnachta, to identify other contingency arrangements in the immediate Blackrock area to supplement the accommodation in which the school is currently located, should that be necessary.
The permanent building project for the school is being delivered under my Department's Design and Build programme and will provide a new 8 classroom Primary School and two classrooms for children with special educational needs.
My Department will shortly be commencing the tender process for the appointment of the Project Manager for the delivery programme of a number of schools including the school referred to by the Deputy. Once the Project Manager is appointed, they will commence the tender process for the appointment of the design team that will take the project forward through the stages of architectural planning to tender and construction. It is not possible at this time, ahead of the appointment of the design team and subsequent pre-planning consultations with the local authority, to indicate when the planning application for the project will be submitted.
My Department will continue to address the interim accommodation requirements for the school and will continue to keep the school and its patron body updated as the project progresses.
Departmental Bodies
Questions (599)
Michael Ring
Question:599. Deputy Michael Ring asked the Minister for Education the State boards that are under her remit; the details of each State board; the details of all the persons who are currently on each board in tabular form; and if she will make a statement on the matter. [33828/22]
View answerWritten answers
Information on the State boards under the remit of my Department, including details of the persons currently serving on each board, is set out in the attached document.
For the Deputy's information, details of the State Bodies that fall under the remit of my Department, are available on the gov.ie website at the following link; www.gov.ie/en/organisation-information/fc141d-membership-of-state-boards-department-of-education/.
Departmental Data
Questions (600)
Chris Andrews
Question:600. Deputy Chris Andrews asked the Minister for Education the number of enrolled children in secondary level education across the State; and if she will make a statement on the matter. [33843/22]
View answerWritten answers
The most recent enrolment data available is the preliminary enrolments for 2021-2022, published December 2021. The preliminary data will be replaced by the final enrolment data for 2021-2022 which we expect to publish in June 2022.
As per the preliminary data, there were 391,703 pupils enrolled in post-primary schools.
www.gov.ie/en/collection/63363b-data-on-individual-schools/.
Departmental Data
Questions (601)
Chris Andrews
Question:601. Deputy Chris Andrews asked the Minister for Education the number of enrolled children in primary level education across the State; and if she will make a statement on the matter. [33844/22]
View answerWritten answers
The most recent enrolment data available is the preliminary enrolments for 2021-2022, published December 2021. The preliminary data will be replaced by the final enrolment data for 2021-2022 which we expect to publish by the end of June 2022.
As per the preliminary data, there were 546,121 pupils enrolled in mainstream primary schools, 8,682 pupils enrolled in special schools.
www.gov.ie/en/collection/63363b-data-on-individual-schools/.
Special Educational Needs
Questions (602)
Gino Kenny
Question:602. Deputy Gino Kenny asked the Minister for Education if her attention has been drawn to the many schools that are required by her Department to open an ASD unit that will not have any staff members with specialised qualifications to cater for students in the unit; if her attention has been drawn to the many teachers who applied for the Graduate Diploma in Education of Pupils on the Autism Spectrum in Dublin City University for the next academic year who have not been successful in securing a place as the university could only award 18 places for which there were 80 applicants; if there are plans to increase graduate diploma places; the other educational supports and opportunities that will be provided to teachers in order that they can meet the needs of pupils on the autism spectrum in primary and post-primary schools; and if she will make a statement on the matter. [33870/22]
View answerWritten answers
There has been a very significant increase in the number of special classes opened in recent years. There are now 2,148 special classes in operation in primary and in post-primary schools, of which 1,900 cater for children with autism. A range of training supports and opportunities is available to teachers in the area of inclusive education.
Following engagement between the Department and the Teaching Council, all ITE students must now complete a module on inclusive education as part of their studies. Inclusive Education is described as ‘any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his /her attendance at school’.
The NCSE Regional Support Service provides advice and support to schools on the education and inclusion of students with special educational needs, providing in-school support for teachers and continuing professional development for teachers with additional training needs. The Support Service continues to update current CPD courses and design new CPD courses in response to the needs of teachers. Schools can apply for CPD courses directly to the NCSE on their on-line application portal, further information is available on the NCSE website at ncse.ie/tpl.
Special classes in a start-up situation are targeted for specific support. Care is taken in the planning of these classes and the provision of specialist training and support.
Notwithstanding the range of supports provided, including over 300 Department funded places on postgraduate programmes for teachers supporting children and young people with special educational needs, and in order to reflect the very significant growth in the number of special classes in our schools, the Department will consider any additional specialist training required to support teachers in this area. In that regard, the Department will consider the number of applications for these courses nationwide, including the course specifically referenced by the Deputy, and may engage with relevant HEIs to explore the potential to expand current provision at post-graduate level.
Irish Language
Questions (603)
Denis Naughten
Question:603. Deputy Denis Naughten asked the Minister for Education her plans to review the criteria to grant an exemption from learning Irish; the reason that the criteria focus on literacy scores rather than considering other factors of children with disabilities and additional learning needs; and if she will make a statement on the matter. [33889/22]
View answerWritten answers
I can advise the Deputy that my department is currently in the process of reviewing the circulars on exemptions from the study of Irish as set out in the current circulars – 0052/2019 primary and 0053/2019 post primary.
This review includes a review of the criteria in relation to children with Special Educational Needs.
I expect that revised circulars will be published for implementation in schools at the start of the new school year.
Special Educational Needs
Questions (604)
Marc Ó Cathasaigh
Question:604. Deputy Marc Ó Cathasaigh asked the Minister for Education if the three secondary schools (details supplied) in Dublin 15 that have agreed to open ASD classes for September 2022 will be provided with the relevant teaching staff, SNAs and other supports in time for the start of the academic year; and if she will make a statement on the matter. [33892/22]
View answerWritten answers
Firstly, I can confirm for the Deputy that schools with special classes in a start-up situation are targeted for specific support. Care is taken in the planning of special education provision and the requisite specialist training and support.
The National Council for Special Education (NCSE) provide a range of supports including seminars for Principals, training courses for new and existing teachers, whole-staff CPD and access to the NCSE's Advisory Support Service.
The schools referenced by the Deputy should contact their local Special Education Needs Organiser (SENO) in this regard.
While the NCSE provide the relevant sanction to facilitate the recruitment of the teachers and SNAs for each special class, the school's managerial authority, as the employer, is responsible for the individual recruitment arrangements.
Guidelines on the establishment of Special Classes are available on the NCSE website at the following link Special Class Guidelines – National Council for Special Education (ncse.ie).
Special Educational Needs
Questions (605)
Marc Ó Cathasaigh
Question:605. Deputy Marc Ó Cathasaigh asked the Minister for Education if students entering the newly opened ASD secondary classes in schools (details supplied) will be entitled to have any existing SNA allocations they have from primary school immediately transferred to their new school or if the secondary schools will have to seek reviews of their existing SNA allocations; and if she will make a statement on the matter. [33893/22]
View answerWritten answers
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.
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 as such the SNAs allocated to the pupils in their respective primary schools will not transfer with the pupils to secondary school.
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.
SNA support is allocated to special classes and special schools by the National Council for Special Education (NCSE). The NCSE have published the SNA allocations on their website www.ncse.ie.
Under the allocation model for special classes and special schools, the SNA allocation can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time. There is a prescribed special class to SNA ratio.
ASD special classes have an allocation of 1 teacher and 2 SNA posts to cater for the educational and care needs of 6 students.
Additional SNA support may also be sanctioned by the NCSE where there are individual children who have significant care needs which require support above the level of support already sanctioned to the school. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
My Department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.
Departmental Policies
Questions (606)
Seán Canney
Question:606. Deputy Seán Canney asked the Minister for Education the rationale behind her Department’s decision not to allow teachers on a career break to substitute teach for the full school year; if her attention has been drawn to the fact that many teachers who decided to move their location across the country while on a career break had planned on being able to teach as they got established in their new location; and if she will make a statement on the matter. [33942/22]
View answerWritten answers
The terms and conditions of the Career Break Scheme for teachers are contained in my Department’s Circular Letter 54/2019 (Chapter 7). A Career Break is a period of unpaid special leave for not less than 1 school year. It may be extended on an annual basis provided the total period of the Career Break does not exceed 5 years at any one time, subject to an overall maximum of 10 years absence during a teacher’s career.
Under the Career Break Scheme, a teacher may not be employed in an approved teaching or special needs assistant post funded by monies provided by the Oireachtas. However, in exceptional circumstances, an employer may appoint a qualified teacher on Career Break for substitute teaching purposes subject to a maximum of (a) 90 days in a school year at primary level and (b) 300 hours in a school year at post primary level.
The aforementioned substitute teaching restrictions were suspended in the 2021/22 school year and previous school years in response to issues raised in relation to teacher supply. Information Note TC 0015/2021 titled ’Temporary changes to the Career Break Scheme for Registered Teachers employed in Recognised Primary and Post Primary Schools-2021/22 School Year’ published in June 2021, informed employers and teachers of the temporary change to the Career Break Scheme for the 2021/22 school year. As stated in the Information Note, this is a temporary change and will cease at the end of the 2021/2022 school year.
My Department’s Circular Letter 0038/2022 titled ‘Coronavirus (COVID-19): Updated Working Arrangements for Teachers and Special Needs Assistants employed in recognised Primary and Post Primary schools’ paragraph 6.1.1 (b) states the normal terms and conditions of the Career Break Scheme will apply for the 2022/23 school year as follows:
(b) Career Break Scheme for teachers
The temporary arrangement to the Career Break Scheme under Information Note TC 0015/2021, permitting a teacher on Career Break to carry out unlimited substitute work, will cease at the end of the 2021/22 school year. Therefore, the normal terms and conditions of the Career Break Scheme (paragraph 8) under Circular 54/2019 will apply for the 2022/23 school year where limited substitute work is permitted.
The Department of Public Expenditure and Reform determines the terms and conditions of the Career Break Scheme for public servants, which includes teachers.
Under Section 24 of the Education Act 1998, the Minister for Education, with the concurrence of the Minister for Public Expenditure and Reform, is authorised to determine the terms and conditions of employment for teachers employed in approved teaching posts funded by monies provided by the Oireachtas. The Teachers Conciliation Council (TCC) forms part of the Scheme of Conciliation and Arbitration for Teachers, the purpose of which is to provide a forum for claims and proposals relating to the salary, and other terms & conditions of service for teachers. The Council is comprised of representatives from the Teacher Unions, the School Management Bodies, the Department of Public Expenditure and Reform, and the Department of Education. The TCC is independently chaired by an official of the Workplace Relations Commission. The terms and conditions of teachers employed in State funded teaching posts are formulated at TCC and are of general application to all teachers appointed to such posts. The Career Break Scheme exists by virtue of a collective agreement, concluded under the auspices of the TCC.
My Department will keep the position under review in the 2022/23 school year, having regard to the recruitment of substitute teachers.
Flexible Work Practices
Questions (607)
Peadar Tóibín
Question:607. Deputy Peadar Tóibín asked the Minister for Education the total number of persons who are employed by her Department; the number who are currently working remotely; and the estimated number of persons in her Department who ordinarily worked from home prior to the Covid-19 pandemic. [33971/22]
View answerWritten answers
There are 1519 (1471.5 full time equivalents) people currently employed by my Department. A phased return to physical attendance in the workplace commenced for staff members in the Department following the easing of Government restrictions on 21 January 2022 and staff are currently attending the office for a minimum of two days per week and working remotely for the remaining days. Following the publication of the Blended Working Policy Framework for the Civil Service by the Minister for Public Expenditure and Reform, Michael McGrath, TD, my Department is developing a blended working policy based on the overarching framework, tailored to our business requirements. It is planned to roll this out to staff in quarter 3 of this year.
There are 6 members of staff from my Department who ordinarily worked from home prior to the Covid-19 pandemic.
Special Educational Needs
Questions (608)
Paul Murphy
Question:608. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 105 of 6 April 2022, if she will request the National Council for Special Education to provide a response given that none has issued to date. [34008/22]
View answerWritten answers
I can confirm for the Deputy that my officials have referred this matter to the NCSE for their urgent attention and direct reply.
School Costs
Questions (609)
Noel Grealish
Question:609. Deputy Noel Grealish asked the Minister for Education if she will provide additional funding to schools to help them cope with the increased costs of electricity and heating; if the Covid cleaning payment will be paid to schools in the next school year 2022/2023; and if she will make a statement on the matter. [34013/22]
View answerWritten answers
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. I have committed to seeking funding for further increases in the capitation grant in future budgets.
My Department has also 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 at a national level and the Schools Procurement Unit 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.
As you are aware the Department has also issued additional funding to schools to support the implementation of infection prevention and control measures required to help minimise the risk of Covid-19. The Department will continue to work closely with all of the education partners and public health specialists so that schools will be supported in implementing any measures that may be required for the 2022/23 school year.
Furthermore, my Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects. Schools that are designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with current schools typically achieving up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments. The Departments policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie. which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
In the interest of sustainability, it is critical that renewable applications are properly suited to the schools needs so as to reduce energy costs and carbon and not just applied for the sake of having renewables. It is also critical that we minimise the demand for energy before we invest in renewable energy applications. This has been assisted in previous years with the wall and attic insulation programme and the water conservation programme.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. The deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 sees six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The Energy in Education website portal and advice programme (Joint programme between SEAI and Dept. of Education) also assists schools reduce their energy consumption and empowers participating schools and pupils to learn the benefits of sustainability. www.energyineducation.ie. Typically savings of between 5 to 10% are identified through low and no cost measures, while some schools participating have identified potential savings of up to 15 % or more.
Scoileanna DEIS
Questions (610)
Mattie McGrath
Question:610. Deputy Mattie McGrath asked the Minister for Education when a decision will be made in relation to DEIS appeals by schools (details supplied) in County Tipperary; and if she will make a statement on the matter. [34083/22]
View answerWritten answers
I announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data had the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.
When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly.