Written Answers Nos. 61-80
61. Deputy Violet-Anne Wynne asked the Minister for Education if she will clarify the situation with respect to stakeholder engagement on free schoolbooks; and if she will make a statement on the matter. [14246/23]
View answerEducation is the great leveller, and it is crucially important that all children and young people are actively supported to access education in its fullest forms. This is a core belief of my own, and one which has been affirmed by government.
Since June 2020, and over the past three Budgets, I have secured funding to support measures aimed at achieving that goal. One of the most important policies in this regard has been the establishment of Ireland’s first national primary school book scheme, which will provide free schoolbooks, workbooks and copybooks, in primary schools and special schools. More than 558,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools, will benefit from this measure.
The total investment, of over €50 million, significantly increases the funding for school books currently provided to all recognised primary schools in the country.
This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families. This free schoolbooks scheme will eliminate the cost to all families for schoolbooks at primary school, including workbooks and copybooks.
The implementation of the measure will build on the experience of the existing school book rental scheme which is available in the majority of recognised primary schools and on the free school books pilot provided to over 100 primary DEIS schools in recent years.
My Department engaged with all relevant stakeholders as to how the scheme will operate. These included: primary school management bodies, unions, the National Parents Council Primary, representatives of booksellers and schoolbook publishers, IBEC, Retail Ireland, the Small Firms Association, Barnardos and the Society of Saint Vincent de Paul. My Department also engaged with a number of schools, including some of the primary schools participating in the DEIS pilot free book scheme, to learn of their first-hand experience of operating a book rental scheme.
Detailed Guidance on the implementation of the scheme is published and has been made available to primary schools to ensure schools have sufficient time to implement the new scheme in advance of the start of the 2023/24 school year. The Guidance has been informed by the engagements with all relevant stakeholders.
The grant under the new scheme will issue to each recognised primary school in April. In the case of primary schools managed by ETBs, the funding will issue directly to the relevant ETB.
Schools will receive €96 per pupil and this will be paid based on the validated enrolment figures for September 2022. Therefore, a school that had 100 pupils enrolled on the 30th September 2022 will receive a book grant payment of €9600 in April 2023. A school that had 600 pupils enrolled on 30th September 2022 will receive a book grant payment of €57,600 in April 2023.
In recognition of the work required in schools associated with implementing this scheme, my Department has put in place an administrative support grant. The administration support grant can be used to employ an individual to support the administrative work on the scheme. This will be paid separately to the schoolbook grant and will issue to all primary schools and special schools.
Primary schools and special schools will continue to have autonomy to choose books that meet their curricular requirements and can do so from a supplier of their choosing, including local book shops. The scheme will seek to ensure that value for money is achieved and that primary schools and special schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.
As Minister for Education, I am acutely aware of the various costs faced by families upon the return of their children to school each September. This landmark new provision will significantly reduce the back to school financial burden for many families.
63. Deputy Mairéad Farrell asked the Minister for Education the current status of the establishment of a secondary school on Inishbofin; and if she will make a statement on the matter. [12008/23]
View answerNew schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
In 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, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level. In accordance with measures in place nationally since 2011, most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Aonad within a school.
There is currently one primary school on Inishbofin with a total enrolment of 18 pupils for the 2022/23 academic year, and no pupils currently in sixth class (provisional data). On average, 2 pupils from Inisbofin progress to post primary school in Clifden each year.
These enrolments and the demand for post primary education on Inisbofin will be kept under continuous review.
In relation to the post-primary situation, pupils resident on off-shore islands that do not have a school providing suitable free second level education may qualify for assistance under the Remote Area Boarding Grant scheme. The purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged, because of their remoteness from schools, the opportunity to attend school on the same basis as students not so disadvantaged. It is important that post primary students have access to a range of subject choices, as well as other social and developmental opportunities.
The terms of the Remote Area Boarding Grant scheme are set out in Circular 16/2016 which is published on my Department’s website (www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf) .
The Department of Education will continue to be represented on the Inter-Departmental Committee for the Development of the Islands led by the Department of Rural and Community Development. A strategy was agreed between the Departments to draft a new policy for the islands and their development.
The policy development has a number of strands. Firstly, there was a consultation phase of public meetings undertaken with island communities establishing the issues impacting on the viability of their communities. Secondly, there was a series of bilateral meetings informing Departments and other stakeholders of the findings of the consultations and asking for Departments and stakeholders to consider their response to the challenges identified.
The Inter-Departmental Committee is currently working with the Department of Rural and Community Development to identify actions to be included in an action plan that would be published in conjunction with the islands policy. This Committee represents a whole of Government approach to assessing the socio-economic and structural needs of island communities, including education provision. I look forward to seeing the outcome from this work when available.
These enrolments and the demand for post primary education on Inisbofin will be kept under continuous review.
66. Deputy James O'Connor asked the Minister for Education if she will provide an update in relation to the DEIS programme; if further expansion of DEIS is being considered; and if she will make a statement on the matter. [13211/23]
View answerEducation is the great leveller, and we must do all that we can in order to support all students and young people accessing education in its fullest sense. In this respect, the Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of the Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced the single largest expansion of the DEIS programme, benefitting 347 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
I am very conscious of the benefits of the DEIS programme. Analysis has shown that since the programme began in 2006, it has helped to close the gap in achievement between schools serving the highest levels of educational disadvantage and those serving populations with little or no disadvantage. It has provided children who come to education at a disadvantage with an equitable opportunity to achieve their potential in education.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. I have also further improved the staffing schedule for all primary schools to 23:1, the lowest it has ever been.
Following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, will be considered by my Department to help inform future resource allocation to tackle educational disadvantage.
The next phase of work will consider all schools, within and outside the DEIS programme and explore the overall allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with relevant stakeholders over the coming months.
The significant investment to date and ongoing work of my Department reflects my commitment to supporting a quality and inclusive school system that provides an equal opportunity at success for children at risk of educational disadvantage.
67. Deputy Niamh Smyth asked the Minister for Education if she will provide an update on the rollout of the Department's digital strategy for schools; the implementation of training around online safety and the safe and ethical use of digital technologies; and if she will make a statement on the matter. [13945/23]
View answerAs the Deputy will be undoubtedly aware, digital technologies and skills are now an everyday feature of both children and young people’s lives. We need to ensure that children and young people are fully equipped with the relevant skills, including digital skills, to allow them get the most from their education journey, to equip them for their future careers, but also to protect them from the many risks they may be exposed to.
What is required, and what is incorporated in the stated vision of the Digital Strategy for Schools is an education system that supports the development of competent, critically engaged and active learners.
It is vital that all learners regardless of socio economic circumstances or geographical location are given the opportunity to develop their digital skills. This strategy and the capital investment of €200m underpinning it, will continue to support schools in planning for and embedding digital technologies throughout their teaching, learning and assessment. It will build on the €200m invested over the course of its predecessor strategy. Through continued investment, we will also ensure that all schools, regardless of location, are provided with appropriate broadband connectivity.
The overarching objectives under the strategy are already being rolled out with various programmes, initiatives and pilots underway, as well as continued professional support for schools leaders and teachers. An implementation plan is being finalised and will be published shortly. This will contain more detail in relation to particular actions and associated timelines to further support schools in this important area.
Online safety and the safe and ethical use of digital technologies is a key component of the Digital Strategy and the development and dissemination of high quality resources in this area is continuing, informed by national and international policy and best practice.
We are all aware that the prevalence of specific types of bullying, such as online bullying, has increased in recent years. Late last year I launched Cineáltas: Action Plan on Bullying, which is the Department’s whole of education approach to preventing and addressing bullying in schools. It is practical, inclusive and contains a broad range of actions to help us all work together towards a society free from bullying in all its forms, including online bullying.
In terms of training around online safety and the safe and ethical use of technology, there is a wealth of resources and supports already available through Webwise, which is part of the Department’s professional development service for teachers. These resources will continue to be developed as new information and knowledge becomes available.
Under Cineáltas, teachers will be encouraged to avail of the new online courses in relation to online bullying (cyber bullying) in order to be familiar with the resources available and gain the knowledge and confidence needed to both teach about cyberbullying and deal with cyberbullying incidents as they arise. Also, the www.tacklebullying.ie website will be updated so that its content becomes more accessible to children and young people, parents and school staff and contain examples of best practice at school level. Once updated, an awareness campaign will be developed to promote the website and the information available on it.
My Department is also engaging with the Online Safety Commissioner, particularly with regard to the ways that social media companies can support measures to prevent and address bullying among children and young people in schools and online.
There are further extensive training and curricular supports available to schools through the Social Personal Health Education (SPHE) curriculum and the Professional Development Service for Teachers (PDST) to assist schools in the development of policies and practices on the prevention of bullying and harassment, including cyberbullying, and on the safe and responsible use of the internet.
68. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she will provide an update on a school building project (details supplied) in Carlow and the DEIS status of a school in Bagenalstown. [13925/23]
View answerThis major building project for St Mary’s Academy CBS is included in my Department’s school building programme which is being delivered under the National Development Plan. It is being delivered under my Department's ADAPT Programme.
ADAPT is an acronym for the "Accelerated Delivery of Architectural Planning and Tendering" and uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The agreed preferred design option is the provision of a New Replacement School Building and the demolition of the current buildings, and all associated site works.
The building project is currently at an early stage of Architectural Planning – Stage 2(a) – Developed Design, where the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Stage 2(a) Stakeholders Meeting was held on December 2nd 2022, and in order to address comments raised during the meeting, the Design Team were requested to submit a Stage 2(a) Addendum report to my Department for review. The Addendum has recently been received by my Department.
Upon review and approval of the Addendum, the project will be progressed to Stage 2(b) – Detailed Design, where the Design Team secure all statutory approvals and prepare the suite of tender documents.
St Mary’s Academy CBS is part of a strong pipeline of school building projects for delivery under the Government’s National Development Plan. This strong investment by Government recognises the importance of adding capacity and modernising facilities in our schools. The use of project manager supports, such as in the case of this school, is helping to facilitate the delivery of projects as quickly as possible. This also helps to ease the burden on the school authority.
In relation to DEIS, my Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced a major expansion of the DEIS programme which means that, for the first time since 2017, the programme was significantly expanded to an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180 million.
Schools were identified for inclusion in the programme through the refined DEIS identification model, which is an objective, statistics-based model.
The school referred to by the Deputy did not qualify for DEIS Status in the 2022 expansion of the programme. The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
71. Deputy Éamon Ó Cuív asked the Minister for Education if she intends reviewing the criteria for eligibility for the status of small school for both voluntary and ETB secondary schools in view of the fact that many very small schools do not have this status and that there seems to be no way for them to apply for this status; and if she will make a statement on the matter. [13973/23]
View answerTeacher allocations to all post primary schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts for the 2023/24 school year was communicated to schools in January and are available on the Department website.
A number of Education and Training Boards (ETBs) receive teaching posts on a historical basis which are described as small school posts. There are 29.5 posts allocated to these ETBs on an ex-quota basis. These posts were introduced over thirty years ago in the 1988/89 school year in recognition at the time of a higher proportion of small post primary schools in the old VEC sector. Individual schools were not awarded a distinct status relating to their smaller size. Today, these posts are assigned to the ETBs with the distribution of the posts, or part thereof, to schools being a matter for the Chief Executive of the ETB in question.
This older scheme has been replaced by additional measures and newer schemes to assist all small post-primary schools to provide a balanced curriculum. However, the original allocation remained in place for those ETBs involved.
The Department is always very mindful of the challenges some small schools face in providing as broad a curriculum as possible. In the early 2000’s the curricular concession process was introduced which built on measures to support smaller post primary schools and provides for school management authorities who are unable to meet its curricular commitments within their approved allocation to apply for additional short term support. This concession is available as a short term support to enable essential curricular provision to continue and takes particular account of the needs of smaller schools and new start-up schools.
The allocation processes also include appellate mechanisms under which schools and ETBs can appeal against their individual staffing allocation. The school or ETB can submit an appeal under certain criteria to an independent Appeal Board which was established specifically to adjudicate on appeals on staffing allocations in post-primary schools. The Post Primary Appeals Board operates independently of my Department.
In the 2010/11 school year, additional supports were introduced to further support small rural post primary schools. The Co-educational Schools in a Single Catchment Area scheme provides for an additional 0.5 teaching post to a number of small schools to help maximise the range of subject choice available to their pupils. 87 posts are allocated to 174 schools under this scheme.
In 2016/17 and for the first time, all post primary schools with under 500 pupils were provided with an ex-quota allocation in respect of Deputy Principal. Prior to this, only schools over 500 pupils received an ex-quota allocation in respect of the Deputy Principal.
Teacher numbers at post-primary level have also increased by over 12,000 when comparing the 1988/89 school year with the current school year and this has led to a steady improvement in the pupil teacher ratio and average class size statistics during this period.
I am very conscious that the landscape of our Post-Primary schools has changed considerably in the intervening years and that the current allocation operation works effectively. However I would encourage any small post primary school experiencing particular challenges to contact my Department for further assistance.
72. Deputy Aindrias Moynihan asked the Minister for Education the measures being taken to identify schools in mid-Cork to include under the energy retrofit pathfinder programme; and if she will make a statement on the matter. [14097/23]
View answerMy Department has a strong record 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 approach to the decarbonisation of the school sector is predicated on establishing a credible phased pathway to zero emissions, and meeting 2030 public sector targets through an evidence based approach, informed by the Department’s Energy Research Programme which has been in place from 1997 with over 54 different research strands.
There has been a strong early focus on energy efficiency in the school sector. In 2009 my Department provided 100% funding for a school sector insulation scheme. This programme enabled all schools to apply for 100% funding to upgrade the fabric insulation in their school buildings with the focus on cavity wall and attic insulation.
An enhanced water conservation scheme for the school sector was completed in 2010 via a 100% funded programme of works that saw existing school buildings improving hot and cold water conservation and reducing costs in use.
Since 2009, schools designed and built in accordance with the Department’s schools technical guidance documents have achieved A3 Building Energy Ratings.
Current schools typically achieve up to 20% higher energy performance and 25% better carbon performance than required by Building Regulations.
In addition, 10% of primary energy in these schools is provided via solar photovoltaic panels. Electric vehicle charging infrastructure is also provided.
The National Development Plan 2021-2030 published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. There continues to be a strong Climate Action dimension to the school building programme.
My Department and the Department of Environment, Climate and Communications have developed a jointly funded school sector decarbonisation pathfinder programme. It is administered by the Planning and Building Unit in my Department and the Sustainable Energy Authority of Ireland in partnership with devolved delivery support from Limerick and Clare Education Training Board.
This Pathfinder programme is paving the way for, and informing, a much larger national decarbonisation school sector programme.
The budget for the pathfinder programme of works from 2017 to 2023 is circa €110 million.
This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the school sector on an evidence based approach. This programme continues to assist my Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
It is facilitating research on a range of typical retrofit options for schools, which will be 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 school sector.
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 works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
This pathfinder programme has completed work to date in 48 schools across Ireland. 2 of these projects have been completed at schools in Cork with another 3 due for completion in Cork this year.
Work is progressing in an additional 13 schools in other counties.
A Building Energy Rating (BER) of B is the targeted energy rating for these schools.
73. Deputy Fergus O'Dowd asked the Minister for Education if she will ensure that a school (details supplied) in County Louth receives priority funding to commence the long awaited project which the school have been patiently waiting for 12 years; and if she will make a statement on the matter. [13918/23]
View answerA major building project for the school referred to by the Deputy is included in my Department's school building programme.
The project is to provide a new 8-classroom school building which will also incorporate special classes.
The delivery of this project has been devolved to Louth County Council, which will act as the contracting authority for the project. The project is currently at tender stage with the supplementary tender report recently received in my Department.
I am very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget in 2022, €300m additional capital funding was provided. This helped to alleviate capital funding pressures that arose in 2022 which was reflective of the strong delivery by my Department of school building projects – particularly to support mainstream provision and special education needs provision. My Department’s overall capital outturn for 2022 was €1.12 billion.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
We are currently at a very advanced stage with these discussions. Progress has been made and I am anxious to bring this to resolution very soon. I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing. I am very conscious of the urgency in getting these projects delivered as quickly as possible and this is a key priority for me. I have engaged directly with Minister Donohoe on this matter and will continue to do so with a view to getting our funding pressures resolved as quickly as possible. I am deeply appreciative of the support which has been offered by Minister Donohoe and his Department in this regard.
We will be providing an update to individual schools when our engagement with the Department of Public Expenditure, NDP Delivery and Reform concludes. In tandem with this, my Department’s Planning & Building Unit will also be updating Patron Bodies and School Management Bodies at that stage. Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond, and also with particular regard to supporting special needs provision.
The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
I want to reassure the Deputy of my commitment to getting this project delivered as quickly as possible.
74. Deputy Robert Troy asked the Minister for Education if she will provide an update on Project Nore, in particular in relation to schools (details supplied). [13923/23]
View answerThe school accommodation ‘Project Nore' bundle is comprised of seven school projects which is devolved for delivery to the National Development Finance Agency (NDFA). The two schools referred to by the Deputy have been approved major building projects by my Department and are included in the ‘Project Nore’ bundle. The briefs for the two respective schools comprise are for a new eight classroom special school and a large scale extension and refurbishment to cater for 1,000 mainstream pupils with special class provision included.
The "Project Nore" bundle is currently at Stage 3 which is the tender process. Tenders have been received and are being evaluated as part of the Tender Assessment Report.
I am very appreciative of the strong support provided by Government for our education budget.
My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout of school building projects to construction in 2023. I am very appreciative of the support and engagement which has been offered by the Department and Minister Donohoe in this regard.
We are currently at a very advanced stage with these discussions. Progress has been made and I am anxious to bring this to resolution very soon. I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing. I am well aware of the urgency in getting these projects delivered as quickly as possible.
We will be providing an update to individual schools when our engagement with the Department of Public Expenditure, NDP Delivery and Reform concludes. In tandem with this, my Department’s Planning & Building Unit will also be updating Patron Bodies and School Management Bodies at that stage. Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond, and also with particular regard to supporting special needs provision. The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
I want to reassure the Deputy of my commitment to getting these projects delivered as quickly as possible.
75. Deputy Brian Leddin asked the Minister for Education if she will report on the progress made to date in securing additional provision for first year places in Limerick city for the 2023-2024 school year to accommodate 26 children in Limerick who have not received an offer of a secondary school place; and if she will make a statement on the matter. [14230/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Where forecasts indicate growing enrolments, my Department first considers available capacity within the existing schools in the area. Where additional provision is needed, the options considered are the expansion of existing schools or the establishment of one or more new schools.
In response to the projections of school place needs in Limerick City, my Department is providing significant additional post primary capacity, including new 1,000 pupil school buildings for two recently established schools, Mungret Community College and Limerick ETSS, new school buildings for Laurel Hill Secondary School FCJ, Laurel Hill Coláiste FCJ, Ardscoil Mhuire, and Gaelcholáiste Luimnigh, as well as extensions at Castletroy College, Thomond Community College, and Coláiste Mhichil. These projects are providing state of the art, modern accommodation to meet the needs of the growing number of post primary students across Limerick City, including specifically designed provision to meet the needs of students with special educational needs.
As the Deputy will be aware, a Common Applications System operates to manage the admissions process for post primary schools in Limerick City. This system has worked very effectively to meet post primary school place needs and is successfully administered by Limerick Education Centre. My Department has been in close engagement with Limerick Education Centre and school patrons with regard to the admissions process for the 2023/24 school year and is aware of the current situation with respect to first year places in Limerick. In the first instance, it should be acknowledged that over 100 additional places have already been made available across schools in the city to address the school place needs.
However, my Department is aware that a number of students have not yet received an offer of a first year place in post primary school in Limerick for the 2023/24 school year and that there is a requirement for further increased provision at schools to meet this need. My officials are currently in active engagement with the relevant school patrons and authorities to put the necessary solutions in place. Families can be assured that any necessary solution will be delivered so that all of the children currently without a place can be accommodated. There will be further clarity for families in respect of these solutions imminently.
76. Deputy Cathal Crowe asked the Minister for Education if she will provide an update on the selection of a site and construction of a new school building for a school (details supplied). [13887/23]
View answerMy Department has reached Agreement in Principle with Clare County Council for the acquisition of a permanent site to accommodate the school referred to by the Deputy.
The conveyancing stage of the acquisition process is at an advanced stage.
Due to commercial and legal sensitivities associated with site acquisitions generally, I am not in a position to provide further details at this time.
The major building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
The accommodation brief for the project is for the development of an 8 classroom primary school, plus two classrooms for children with special educational needs, including the removal of existing temporary accommodation from the site, the construction of a new school building and all associated site works.
This major building project for Ennis Educate Together National School is being delivered under the Department’s ADAPT Programme. ADAPT is an acronym for the "Accelerated Delivery of Architectural Planning and T endering" and uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction
The Project Manager has been appointed and currently anticipates that the tender process for the design team appointments for a bundle of projects, which includes the Ennis Educate Together National School project, will commence in Q3 2023.
The Department and Project Manager will advise the school authorities of further developments as they are progressed.
The current status of all large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website (www.gov.ie/en/service/c5b56b-major-projects/) . This information is updated regularly.
I want to reassure the Deputy of my commitment to the progression and delivery of this new school building as quickly as possible.
My Department has a strong track record in the delivery of school building projects with a pipeline of 1300 projects in progress at any one time. In 2022, despite pressures on many fronts, we delivered on our commitments in the National Development Plan and Government invested approximately €1.1b in school capital projects.
77. Deputy Brendan Smith asked the Minister for Education if she will provide an update on the implementation of the new pay deal for school secretaries; and if she will make a statement on the matter. [14188/23]
View answerAs the Deputy will be aware, a very significant agreement was reached between my Department and Forsa, the union representing school secretaries and caretakers. This deal, which was reached after extensive engagement between the Department and Fórsa, provides for significant improvements in the terms and conditions of school secretaries. Fórsa agreed to recommend the package of measures to its members and a ballot resulted in 95% agreement in favour of the deal.
Since then, in conjunction with Fórsa, work to implement this agreement has been ongoing in my Department. As part of the agreement, my Department is progressing the establishment of a central payroll service for school secretaries. Implementation of the agreement and establishment of the central payroll service requires data to be collected and analysed in order for each individual school secretary to be paid.
Last year, my Department issued circular 36/2022 to schools and this circular outlines how the agreement is to be implemented. This includes the requirement that, as part of the first phase of implementation of the agreement, schools had to, by the end of September 2022, calculate the initial assimilation rate of pay and annual leave entitlement due and offer it to each individual secretary working in their school. Entry into the new pay arrangements is voluntary for existing members of staff.
Following this initial process, a survey issued from the payroll division of my Department to all schools on the 7th November 2022, seeking details of the offers made by schools to their secretaries, and other information required to bring a secretary on to the payroll service. The survey closed in December and I’m pleased to say that there has been a very high response rate from schools.
Based on the returns received, nearly 2,850 secretaries have accepted the offer made by their schools in line with the methodology set out in Circular 36/2022.
A small number of schools have still to respond to the survey and my Department is following up with these schools to ensure the survey is completed.
The next phases of implementation include:
- the calculation of back pay to September 2021
- the incorporation of national pay increases and increments into pay rates
- the annualisation of pay rates for secretaries who do not wish to apply for social protection benefits during school closures
- payment of backpay to individuals via the current grant process
The Department will continue to work with schools and school secretaries to implement the agreement. The plan is that Secretaries who have accepted the offer made to them by their schools will be paid on the Department’s payroll service from 1st September 2023. This payroll operates on a fortnightly basis and the first date of payment is scheduled for the 14th September.
In that regard, the Department is planning to contact school secretaries directly in May to request bank details for payment set-up, and with information regarding access to payslips via the Digital PostBox.
I want to assure the Deputy that implementation of the agreement is a top priority for my Department in 2023 and work will continue to progress the various elements of the agreement in consultation with Fórsa, school management and school secretaries.
78. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide an update on the plan to provide free schoolbooks to primary school children this September; when a payment schedule will be provided and distributed; and if she will respond to recent commentary in the media expressing concern at the potential for shortages in certain books. [14326/23]
View answerSince June 2020, and over the past three Budgets, I have secured funding to support measures aimed at ensuring that all children and young people are actively supported to access education in its fullest forms. One of the most important policies in this regard has been the establishment of Ireland’s first national primary school book scheme, which will provide free schoolbooks, workbooks and copybooks, in primary schools and special schools. More than 558,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools, will benefit from this measure.
The total investment, of over €50 million, significantly increases the funding for school books currently provided to all recognised primary schools in the country.
The implementation of the measure will build on the experience of the existing school book rental scheme, which is available in the majority of recognised primary schools, and on the free school books pilot provided to over 100 primary DEIS schools in recent years.
Detailed Guidance on the implementation of the scheme is published and has been made available to primary schools to ensure schools have sufficient time to implement the new scheme in advance of the start of the 2023/24 school year. The Guidance has been informed by the engagements with all relevant stakeholders.
The grant under the new scheme will issue to each recognised primary school in April. In the case of primary schools managed by ETBs, the funding will issue directly to the relevant ETB.
In recognition of the work required in schools associated with implementing this scheme, my Department has put in place an administrative support grant. The administration support grant will be paid separately to the schoolbook grant and will issue to all primary schools and special schools.
Primary schools and special schools will continue to have autonomy to choose books that meet their curricular requirements. The scheme will seek to ensure that value for money is achieved and that primary schools and special schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.
79. Deputy Brendan Smith asked the Minister for Education the progress on the schools decarbonisation pathfinder programme; the number of schools are part of the programme; if there are plans to increase the number of schools in the programme; and if she will make a statement on the matter. [14187/23]
View answerMy Department has a strong record 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.
The Department's policy is supported by a strong research programme with fifty four research projects at various stages including the energy website www.energyineducation.ie. This 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.
Schools 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 energy performance and 25% better carbon performance than required by the current Building Regulations. In addition, 10% of primary energy is provided via photovoltaics and infrastructure provision for electric vehicle charging.
The National Development Plan 2021-2030 published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. There continues to be a strong Climate Action dimension to this additional and modernisation programme.
The Department of Education and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in my Department. Support is also provided from Limerick Clare ETB. The programme is being used to evaluate and demonstrate the approach to energy retrofit and carbon reduction in the schools’ sector. This government-funded energy retrofit pathfinder programme will target energy use and CO2 emission reduction by 51%, testing deep retrofit and low carbon heating solutions.
The pathfinder programme has already been completed in schools across Ireland, with further works underway in additional schools.
The pathfinder is paving the way for, and informing, a much larger schools national programme for decarbonisation and retrofit and will play a key part in meeting delivery of the Climate Action Plan.
As part of commitments under the Government’s Climate Action Plan, my Department will complete its decarbonisation pathway roadmap to meet 2030 and 2050 targets for the schools sector by end of this year.
To date 48 school projects across Ireland have been completed with an additional 16 schools currently at various stages of progress undergoing decarbonisation upgrades to a Building Energy Rating (BER) of B with renewable heating systems.
The 2023/24 Pathfinder with 10 schools is jointly funded with a targeted budget of €40 million.
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 programme continues to assist the Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
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.
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 works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The 2023 Energy Retrofit Pathfinder programme schools are :
Leixlip Community School, Kildare
Catherine McCauley Special School, Limerick
Carnadonagh Community School, Donegal
St Joseph’s National School, Kingcourt,
Presentation Girls Primary School, Maynooth
Holy Rosary School, Wicklow
Hazelwood College, Limerick
St Colmcille’s Community School, Dublin
Scoil Thomas Primary School, Castleknock, Dublin
St Nessan’s National School, Limerick
80. Deputy Niamh Smyth asked the Minister for Education if she will report on the recent announcement to teach transgenderism in primary schools; and if she will make a statement on the matter. [13946/23]
View answer111. Deputy Peadar Tóibín asked the Minister for Education if she will proceed with the Government's plan to teach primary school children about transgenderism against the wishes of parents. [13573/23]
View answerI propose to take Questions Nos. 80 and 111 together.
The current primary Social, Personal and Health Education (SPHE) curriculum dates from 1999. It does not make specific reference to transgender or LGBT identities. It does value diversity, it is founded on principles of inclusion and it promotes the use of inclusive and respectful language. Teaching of SPHE and Relationships and Sexuality Education (RSE) is an important aspect of the curriculum for all students. In that context, many sensitive issues may arise and the aim is to address them in a way that is inclusive and that is age and stage appropriate.
The Programme for Government commits to the development of inclusive and age appropriate curricula for RSE and SPHE across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships. Work to implement this commitment is ongoing, building on a major review of RSE in schools, completed in 2019 by the National Council for Curriculum and Assessment (NCCA). Following the publication of the Primary Curriculum Framework, which will be the foundation for all curriculum specifications, on 9 March, the NCCA commenced work on the curricular area of Wellbeing in primary schools, which includes SPHE and RSE.
The development process for the new specification will include research and consultation. Consultation is a core feature of the NCCA’s work in developing curricula with a variety of voices reflected throughout the curriculum development process for all subjects. Members of Subject Development Groups are nominated by the partners in education and include representatives of teachers, school management, parents and other stakeholders in education, including co-opted persons with expertise in the area.
It is intended the public consultation on a draft primary wellbeing specification will happen next year, with the intention of introducing in schools in 2025. I would encourage parents, students, teachers and all other stakeholders to take part in this public consultation as this work progresses.
