Written Answers Nos. 701-720
701. Deputy Martin Browne asked the Minister for Education her views on the inability of some students with special educational needs at a school (details supplied) to secure school transportation; the consequences of this for the students’ education; the measures being taken to address this; and if she will make a statement on the matter. [38708/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There was an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
A pupil with special educational needs is eligible for school transport if s/he is attending the nearest recognised: mainstream school, special class / special school or a unit, that is or can be resourced, to meet the child's special educational needs under Department of Education’s criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Bus Éireann has reported in recent days that unfortunately, for a small number of families assigned to Special Educational Needs transport services, a number of difficulties have arisen in some localities with contracted services. This includes families in the Tipperary region.
These services were secured for the 2023/2024 school year however, Bus Éireann was informed at the last minute that due to driver/contractor unavailability, services could not commence as expected.
These services are not cancelled, and the Bus Éireann School Transport team is working intensively to ensure that transport arrangements are put in place as soon as possible. Bus Éireann is engaging with families where transport was sanctioned and where there may be delays in securing a new service. A Special Transport Grant is available to families who are eligible and for whom a service is not yet in place.
School Transport Section of my Department have contacted the Deputy’s office seeking further details on the pupil’s affected in the area as Bus Éireann require this information in order to provide a detailed report. Further information can be submitted to school_transport@education.gov.ie.
702. Deputy Mark Ward asked the Minister for Education the amount of funding provided to primary schools for the delivery of the physical education curriculum in each of the years 2018 to 2022 and to date in 2023, in tabular form; and if she will make a statement on the matter. [38727/23]
View answerThe current Physical Education (PE) curriculum was introduced as part of the Primary School Curriculum (1999). The PE curriculum is for children from junior infants to sixth class. It provides a balanced range of activities for children through the six strands; Athletics, Dance, Gymnastics, Games, Outdoor and adventure activities and Aquatics. The primary curriculum is currently undergoing a period of review and redevelopment. The new PE curriculum is under development and will be subject to consultation in early 2024.
With regards to the delivery of the PE curriculum, all primary school teachers have first-line responsibility for the teaching of the full primary curriculum, including the PE curriculum to all pupils in their classes. Schools may at their discretion choose any resources to assist in the delivery of the curriculum.
There is no separate funding provision for the delivery of PE in schools. Costs for the delivery of the PE curriculum in the classroom is included in teachers’ pay and any professional development which may be provided by the Department’s support services. Capitation grants are provided to all schools to cover day to day running costs. Individual schools have discretion to determine the level of allocated funds sourced from the Department of Education to PE activities. For example the minor works grant funding is provided to primary schools to cover small-scale works, maintenance costs etc. and schools have flexibility to use it to purchase equipment which may include PE equipment.
703. Deputy Michael Ring asked the Minister for Education if the school transport provision to siblings (details supplied) could be extended; and if she will make a statement on the matter. [38739/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There was an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Where practicable, and subject to considerations of cost and logistics, routes are planned to avoid an eligible child having to travel more than 2.4 kms to or from a pick-up/set down point or to have travel and waiting times in excess of 1.5 hours per day. Routes are planned on the basis of the locations of children who are eligible for school transport only.
Parents/guardians are responsible for ensuring that children are brought safely to and collected safely from Bus Éireann designated pick up and set down points.
Bus Éireann have advised that the family, to whom the Deputy refers to, are eligible for school transport and reside 1.4kms from the route of an existing school transport service on which transport has been offered.
This family are currently being offered transport within the guidelines of the school transport scheme.
704. Deputy Eoin Ó Broin asked the Minister for Education if she is aware of requests submitted by a school (details supplied) to put a traffic plan in place on the temporary site where the school is located due to safety concerns; if her Department intends to assist with the request; and if she will make a statement on the matter. [38742/23]
View answerFollowing a request from the schools on the Citywest school campus site, my Department instructed its Project Manager to arrange for a traffic management plan to be prepared for the site.
Officials from my Department together with its Project Manager and Design Team Consultant met with representatives of the 3 no. schools and their patron bodies on 8th September 2023 to outline the Traffic Management Plan for the site for the coming school year.
705. Deputy Eoin Ó Broin asked the Minister for Education the options available to a person (details supplied) who has been unable to secure a school place in their locality or in their neighbouring towns and who has already been in contact with their local educational welfare officer and is advised it will be difficult to secure a teacher for home tuition; and if she will make a statement on the matter. [38744/23]
View answerMy Department has been in contact with the Educational Welfare Services (EWS) which is part of the Tusla Education Support Services (TESS). TESS provides educational welfare supports and interventions for children and families who experience challenges in relation to school attendance, participation, and retention.
The Education Welfare Officer (EWO) advises parents on making the application to the Department of Education for home tuition, the parent is responsible for securing the tutor.
There is a shortage of tutors generally however I am pleased to inform you that a tutor has been arranged for this young person and the EWO has assisted this parent in completing the home tuition form.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on my Department's website at www.gov.ie and this information is also updated regularly.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. This may result in some pupils not obtaining a place in the school of their first choice. The selection criteria to be applied by schools and the order of priority are a matter for the schools themselves.
My Department does not seek to intervene in the selection criterion that is applied by schools.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy.
The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy.
If a parent / guardian consider that a school has erred in the processing of their enrolment application, a section 29 appeal committee can examine how the application was processed by the school and identify if the school did not follow its Enrolment policy.
In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on the enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list.
My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission. As you are aware, section 29 of the Education Act, 2008, as amended by Education (Admissions to Schools) Act 2018, provides for a paper based appeal to be considered by an independent appeals committee appointed by me as Minister for Education, in circumstances where a parent has been refused enrolment due to oversubscription.
It is important to note that if a child has been refused admission due to the school being oversubscribed, and the parent / guardian wish to appeal that decision they must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to the child.
If a child has been refused admission for a reason other than the school being oversubscribed, the parent / guardian may, but are not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to your child.
Where the child has been refused admission for a reason other than the school being oversubscribed and does not choose to seek a review by the board of management the parent / guardian may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
My Department operates 3 categories of home tuition:
- special educational needs and medical grounds
- reasons other than special educational needs and medical grounds
- maternity-related absence
- the purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
- Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances. By its nature, it is intended to be a short term intervention.
- The No School Place scheme which falls into the category of home tuition for -reasons other than special educational needs and medical grounds-is available where a child is temporarily without a school place and is actively seeking a school placement or may be taking an appeal under Section 29 of the Education Act 1998 following expulsion. Those who qualify for this grant scheme can employ a tutor to provide 9 hours home tuition per week. Details of this scheme are contained in circular 0031/2023 which is available at the following link:
gov.ie - Home Tuition Grant Scheme for children without a school place (www.gov.ie)
This scheme is operated with the assistance of the Educational Welfare Services of the Child and Family Agency. Application forms for this grant scheme are available from the Educational Welfare Officer (EWO). Parents who wish to make an application for Home Tuition under the category- reasons other than special educational needs and medical grounds- can make contact with their local Educational Welfare Officer (EWO) via the Tusla website at www.tusla.ie/get-in-touch/education-and-welfare/#EWO
Parents who wish to make an application for Home Tuition under the category- special education needs and medical grounds- can contact Special Education Section via email at special_education@education.gov.ie.
706. Deputy Danny Healy-Rae asked the Minister for Education for an update on a matter (details supplied); and if she will make a statement on the matter. [38754/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There was an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
For 2023/24 school year, the closing date for new applications was Friday 28 April 2023. Any new applications made after the closing date are considered late applications and families are not guaranteed a seat.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
For school bus operating purposes a “distinct locality” is a cluster of eligible children who reside in the same general area, in the same general direction from the education centre attended, as determined by Bus Éireann taking cognisance of the local road network.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using a random selection process.
Temporary Alleviation Measures at post-primary level will be continued for the 2023/2024 school year pending completion of the review of the School Transport Scheme. This will mean that transport arrangements will continue to be provided for a number of post-primary students who are attending their second nearest school, who have applied and registered on time and who live more than 4.8km from their nearest school.
Bus Éireann has advised that pupils who reside in the area referred to by the Deputy are not eligible for transport to the school in question as they are attending their 2nd nearest school/do not meet the distance criteria. There is no service available from where the pupils reside to the school referred to by the Deputy.
707. Deputy Michael Healy-Rae asked the Minister for Education if a matter regarding Ukrainian pupils at a school (details supplied) will be addressed; and if she will make a statement on the matter. [38758/23]
View answerAs the Deputy is aware, in the context of the current situation in Ukraine, and Ireland’s humanitarian response to the crisis in taking in refugees, the Government has adopted a whole of government approach to supporting the people who seek refuge here. This includes ensuring access to education for school-aged children and providing supports both to their families and schools. The Department will continue to advance its work on issues relating to support for people arriving into Ireland from Ukraine as the situation develops. Further advice and guidelines can be found at gov.ie - Information for schools – Ukraine (www.gov.ie)
As previously outlined, the new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
My Department intends to issue the next tranche of ICT grant funding in the 2023/2024 school year. This funding can be used by schools to support the needs of Ukrainian children arriving in Ireland through access to digital technology infrastructure. This can include loaning devices to Ukrainian children in the school if needed, as well as providing appropriate software, apps, and tools to support their learning.
The specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation. As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
Additionally the NCCA has published a range of resources to support learners with English as an additional language (EAL) across Early Childhood, Primary and Post-Primary. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners: ncca.ie/en/
Regional Education and Language Teams (REALT) continue to support the needs of children from Ukraine arriving in Ireland. These teams are hosted by the 16 regional Education and Training Boards (ETBs) and staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for children from Ukraine.
Finally, my Department continues to support our schools, with a 40% increase in grant funding in Budget 2023 to cover increased running costs and as part of the Cost of Living measures introduced in Budget 23, €90 million in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme.
708. Deputy Matt Carthy asked the Minister for Education the current status of an application to build an extension to a school (details supplied); and if she will make a statement on the matter. [38761/23]
View answerThe School to which the Deputy refers was granted funding to provide one mainstream classroom and a two special education needs base under my Department's Additional Accommodation Scheme (ASA). The project was devolved for delivery to the school authority. The School were given approval to carry out a flood risk assessment and will submit this report to my Department once finalised. Following receipt of this report, it will be considered by my Department's officials who will engage directly with the school authority on the optimum solution.
709. Deputy Niamh Smyth asked the Minister for Education if the case of a student (details supplied) will be reviewed by Bus Éireann with a view to the issuing of bus tickets; and if she will make a statement on the matter. [38769/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There has been an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Children are eligible for transport at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest Post Primary Centre having regard to ethos and language.
In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures (TAM) at post-primary level will be continued for the 2023/2024 school year. Under these measures, which were initially introduced in 2019, transport will provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid for a ticket on time.
Bus Éireann has re-checked the distance from home of family referred to by the Deputy to school of attendance referred and advised that The pupil referred resides 8.8km from home to school of attendance, the pupils 2nd closest school. They also advise that the pupil resides 8.4 km from home to their closest school.
Bus Éireann further advise that this family are not attending their nearest Post Primary Centre, however as the family are attending their 2nd nearest Post Primary Centre, under the Temporary Alleviation Measures a concessionary ticket issued to the family on the 28th July 2023 for the 2023/24 school year.
710. Deputy Patrick Costello asked the Minister for Education when her Department will give approval to a submitted report for the building of an ASD suite in a school (details supplied), given it has been with her Department for ten months and the appointed contractor cannot proceed without this approval in place. [38770/23]
View answerI am pleased to inform the deputy that the school in question was approved funding under my Department’s Additional School Accommodation (ASA) Scheme for 2 special education needs classrooms. This project is devolved for delivery to the school authority.
My Department’s professional and technical team are currently reviewing the stage 2b report and the recommendations will be shared with the school authority once this is complete.
I trust this clarifies the situation.
711. Deputy Patrick Costello asked the Minister for Education when her Department will give approval for the works to be carried out to a school (details supplied), given the appointed contractor cannot proceed without this approval in place. [38771/23]
View answerThe school to which the Deputy refers is at an advanced stage of the tender process. The identified bidder is finalising documentation required by my Department in accordance with the conditions of the Letter of Intent. Once this outstanding documentation is received, and subject to no issues arising, the matter will be considered further.
712. Deputy Patrick Costello asked the Minister for Education if her Department has received written correspondence dated 18 August 2023 from a school (details supplied) regarding the need for additional funding; and if she will make this funding available. [38772/23]
View answerMy 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, water charges etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
All recognised Primary and Post-Primary schools in the Free Education scheme benefited from a once-off cost of living measure to support increased school running costs. This additional capitation funding in 2022 represented an increase of circa 40% of current standard and enhanced capitation rates. The additional grant was paid in December at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Schools could use this to cover additional energy costs and other increased day to day operating costs.
On receipt of the communication referred to by the Deputy, my Department engaged with the Financial Support Services Unit (FSSU) in order to establish the financial circumstances in the school. As the Deputy may be aware the FSSU is an important source of support and advice for school management and finance personnel in schools in the Primary, Voluntary Secondary and Community and Comprehensive Sectors on all financial matters.
Having contacted the school the FSSU have confirmed to my Department that the school is in not in any immediate financial difficulty and therefore additional funding is not required at the current time.
Should the school require the services of the FSSU at any time in the future they may contact them directly at 01 910 4020 or by email at primary@fssu.ie. Details of the supports provided by the FSSU are available on their website.
713. Deputy Alan Dillon asked the Minister for Education to provide clarification on the anticipated completion dates for the manufacturing of the modular classrooms for a school (details supplied) and the projected and provide insights into the factors contributing to this revised projection and the contingency put in place by the NCSE for parents of students who have been enrolled at this school; and if she will make a statement on the matter. [38802/23]
View answerAs the Deputy is aware, my Department approved funding for the provision of two special classes under the Additional School Accommodation scheme for the school in question. The project is devolved to the school authority and is being delivered under the Department’s SEN Reconfiguration and Modular Accommodation programme.
This programme provides project management supports to enable the accommodation to be provided as quickly as possible and helps to ease the administrative workload for individual schools in relation to the management and delivery of the project. The use of the Department's Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible.
The overall construction sector environment is nevertheless challenging. The Department and the Project Management company are doing everything possible to ensure that the project is delivered as quickly as possible. My Department is fully aware of the urgency in respect of this important project and will work closely with the school authority and its project manager in order to ensure the project is completed as soon as possible and that the school is updated directly on all progress and timelines. While the manufacture of the required modular units is progressing, it is anticipated that site works will commence shortly with a target for practical completion for early November.
714. Deputy Alan Dillon asked the Minister for Education to provide clarification on the anticipated completion dates for the manufacturing of the modular classrooms for a school (details supplied) and the projected and provided insights into the factors contributing to this revised projection and the contingencies put in place for students who have been enrolled at this school; and if she will make a statement on the matter. [38803/23]
View answerI am pleased to advise the Deputy that approval for additional bespoke modular accommodation comprising of 7 x 60m2 mainstream classrooms, 5 x Special Education Tuition rooms, 1 x Art room, 1 x Science room + prep area together with the reconfiguration of an existing space to provide accommodation for a Special Educational Needs class has issued to the school in question. The Special Educational Needs classroom is due for handover to the School Authority next week.
The project is being delivered under my Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This programme provides project management supports to enable the accommodation to be provided as quickly as possible and helps to ease the administrative workload for individual schools in relation to the management and delivery of the project.
The use of my Department's Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible.
The overall construction sector environment is challenging and my Department and the Project Management Company are doing everything possible to ensure that modular accommodation is delivered as quickly as possible. My Department is fully aware of the urgency in respect of same and will be working with the School Authority to keep it updated on overall project delivery and timelines.
The modular project, at the school in question, is progressing as per programme. The overall modular design is agreed with the necessary statutory applications expected to be lodged over the next fortnight, with the contractor expected to commence on site in late September.
The School Authority has overall responsibility for the delivery of this project.
715. Deputy Alan Dillon asked the Minister for Education to provide an update on the capital delivery of a building extension at a secondary school (details supplied) in County Mayo; the current stages completed and outstanding within the project life cycle for delivery of this permanent building; and if she will make a statement on the matter. [38804/23]
View answerI am pleased to advise the Deputy that approval for additional bespoke modular accommodation comprising of 7 x 60m2 mainstream classrooms, 5 x Special Education Tuition rooms, 1 x Art room, 1 x Science room + prep area together with the reconfiguration of an existing space to provide accommodation for a Special Educational Needs class has issued to the School Authority in question. The Special Educational Needs classroom is due for handover to the School Authority next week.
The project is being delivered under my Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This programme provides project management supports to enable the accommodation to be provided as quickly as possible and helps to ease the administrative workload for individual schools in relation to the management and delivery of the project.
The use of my Department's Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible.
The overall construction sector environment is challenging and my Department and the Project Management Company are doing everything possible to ensure that modular accommodation is delivered as quickly as possible. My Department is fully aware of the urgency in respect of same and will be working with the School Authority to keep it updated on overall project delivery and timelines.
The modular project, at the school in question, is progressing as per programme. The overall modular design is agreed with the necessary statutory applications expected to be lodged over the next fortnight, with the contractor expected to commence on site in late September. The School Authority has overall responsibility for the delivery of this project.
716. Deputy Ivana Bacik asked the Minister for Education the amount paid to consultancy firms in each of the years 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022 and to date in 2023, in relation to the establishment and roll-out of the Education Shared Business Services (ESBS). [38807/23]
View answer717. Deputy Ivana Bacik asked the Minister for Education the cost to date of the establishment and roll-out of Education Shared Business Services, aggregated by rent, salaries, ICT and consultant fees. [38808/23]
View answer718. Deputy Ivana Bacik asked the Minister for Education the cost savings achieved to date by establishing and rolling out the Education Shared Business Services; and if she will make a statement on how such savings are measured. [38809/23]
View answer719. Deputy Ivana Bacik asked the Minister for Education the number of people who are employed in the Education Shared Business Services; the number of those who are employed in the service on secondment; the number of those who are employed in the service on a temporary contract; and the number of those who are employed in the service are on an agency contract. [38810/23]
View answerI propose to take Questions Nos. 716 to 719, inclusive, together.
Education Shared Business Services (ESBS) is a stand-alone section which forms part of my Department’s Major Operations Division. The ESBS Centre is based in Blanchardstown and provides shared services to both the Higher Education and the Education and Training Board (ETB) sectors. Some of the Services currently provided include:
• Payroll and Travel & Subsistence (Expense payments) Shared Services for the ETB sector;
• Payroll and Travel & Subsistence (Expense payments) Shared Services for the Higher Education sector (HEPSS);
• Finance Shared Services for the ETB sector;
• Sectoral Pensions Improvement Team;
• Apprenticeship Payroll;
• Learners Payments – (e.g. YouthReach, VTOS etc.);
• Data Analytics and Reporting Project;
• Programme Management Office Implementation Team.
As an example of the scale of one of the operations in ESBS, since the commencement of ESBS-ETB Payroll Shared Services in July 2019, 870,368 payments have been made through to the end of 2022 totalling over €1.252 Billion.
Staffing:
The ESBS has been established as a section within my Department with staff moving to the ESBS Centre in the Liberty Building, Blanchardstown on Monday 08 January 2018. At the time there were 14 staff employed in the ESBS Centre but that has now significantly ramped up and as at 01 September 2023 there are 169.2 FTE staff working for the Department of Education in the ESBS Centre. In addition to this, 6.8 FTE staff in ESBS are on secondment either from an ETB; another Government Department or from a Higher Education Institution. There are no Agency staff employed in ESBS and there are no temporary staff employed in ESBS.
Benefits Realisation / Cost Savings:
The main rationale for the setting up of ESBS was to bring about a transformational change for both the ETB and HEI sectors by the implementation of new technologies and systems. Payroll and Finance were operated in institutions using outdated systems which resulted in inefficiencies and duplication and was a contributory factor to the delays in ETBs in completing their accounts on time. In many instances, these systems were at end of life and were no longer supported, which presented a significant and unsustainable risk. The following table is provided to outline the major anticipated benefits that are expected from the establishment of ESBS. The focus is not solely on cost savings as outlined by the table below, however; annual savings are expected. To take an example in relation to one of the ESBS areas, namely ESBS-ETB Payroll Shared Services, annual savings compared to prior annual costs are expected to be €1.8M. The Net Present Value outlined in the Business Case (i.e. the return on investment at today’s values) calculated over a 15 year period is €13.1M. Payback for the investment is expected in 8 years from the full commencement of ESBS-ETB Payroll Shared Services. It is also anticipated that once the payroll and T&S functions are consolidated and standardised, there is potential to achieve greater improvements and efficiency savings in the future. In addition to this, the shared services model is being used to facilitate and enable ETBs and HEIs to further focus on their core education & training functions.
It is also important to highlight that there have been significant costs avoided by the ETB sector in particular because of the introduction of Shared Services. Two examples are given which highlight these areas of significant cost avoidance:
1. Apprentice Payments: It was a Revenue requirement that Apprentice payments be made taxable and if this was not introduced then significant penalties and fines would have been incurred by my Department for non-compliance. The existing payment system for Apprentices in the ETB sector was 38 years old and could not be modified to deduct tax or other statutory deductions and also was at a very high risk of imminent system failure. Accordingly, ESBS introduced Apprentice Payroll Shared Services for all 16 ETBs with effect from March 2020 and a team in ESBS is now managing the overall process for Apprentice payments since that time. This ensured that no penalties or fines were incurred by the ETB sector in relation to these Apprentice payments. Additionally, ESBS ensured that all ETBs complied fully with their legislative responsibilities and the Revenue taxation requirements.
2. SPS Benefit Statements: The Pensions Authority had outlined that fines and/or penalties would be levied on the sector if SPS Benefit Statements were not produced for members in the ETB sector. Accordingly, ESBS have implemented a Pensions Improvement Programme team and have now commenced the co-ordinated delivery of SPS Benefit Statements for ETB staff members which should mitigate the risk of fines and/or penalties being imposed on the sector.
Benefits Table:
|
Benefit |
Description |
Measurement Criteria |
|
Reduced Staffing Costs |
Staff Reduction based on Process Reform: |
FTE Counts; Salary costs ; Running costs The business case anticipates an NPV of c. 8 years from full implementation of payroll shared services for all 16 ETBs. Based on current staffing numbers and projections it is anticipated that these savings will be achieved in line with the timeline envisaged in the business case. |
|
Focus on Payroll Core Activity |
The development of Payroll Shared Services will allow for a comprehensive analysis of the payroll centre activities and the elimination of non-value added activities. |
This standardisation of approach will free up ETB staff to be assigned to other core ETB activities and will allow for synergies to be achieved in terms of overall ETB payroll operations. |
|
Technology enabled solutions: |
Employee self-service has eliminated the requirement for any paper payslips. The helpdesk generally operates on an email only basis thus reducing the time spent in resolving queries and also providing an enhanced customer service for each customer. |
Reduction in number of calls from employees and quick turnaround of queries. KPIs are in place to measure the performance of ESBS in this regard. |
|
Process standardisation |
Standard processes and automation will drive process efficiencies |
Volumes processed by employees will be greater and it will also allow for a significant reduction in errors due to the implementation of standardised processes and procedures. |
|
Improved management information: |
Timely and accurate management information supports decision making and will support ETBs in budget management and reporting. |
Standardised reports have been created and are available to all ETBs. Training is also provided to ETBs to enable them to write their own ad hoc reports as necessary. An overall revised Reporting Strategy is also being worked through in conjunction with the HEPSS project. |
|
Improved Business Continuity Planning |
Business Continuity Planning that meets with industry best practice standards will be central to the shared service centre design. |
Review and test of Business Continuity plans which have proven very effective in dealing with the remote working scenario brought on by the COVID-19 pandemic. |
|
Employee Satisfaction |
The development of a customer centric shared service centre is anticipated to improve customer satisfaction |
Employee satisfaction with the service will be measured by way of surveys in due course however, it is notable that very few complaints have been received in respect of the ESBS and positive feedback has been received from the senior management teams in both ETBs and HEIs. |
Expenditure including Consultancy Expenditure:
As the ESBS provides shared services for both the ETB sector and the HEI sector, funding for ESBS is allocated both from my Department and also from the Department of Further and Higher Education, Research, Innovation and Science (D/FHERIS). The expenditure detailed below outlines the overall expenditure incurred by ESBS since its establishment in January 2018. The figures are broken down by year since 2018 and includes a breakdown of the expenditure relating to consultancy incurred since the establishment of ESBS in 2018. This expenditure has been broken down into the following categories of expenditure: Contractors; Staff Pay Costs; ICT Equipment and Software; Grants to Aegis Bodies; Rent and Refurbishment; Consultancy; Utilities and other miscellaneous expenditure.
|
Categories of cost |
2018 |
2019 |
2020 |
2021 |
2022 |
YTD 2023 |
Grand Total |
|
Contractor * |
69,529 |
1,921,385 |
4,278,510 |
8,552,215 |
8,357,598 |
5,346,619 |
28,525,856 |
|
Staff Pay costs |
1,806,998 |
2,152,290 |
3,672,046 |
5,389,971 |
7,366,003 |
4,610,085 |
24,997,393 |
|
ICT equipment & software |
743,066 |
3,527,640 |
3,012,315 |
1,876,992 |
4,148,341 |
3,459,485 |
16,767,839 |
|
Grants to Aegis Bodies |
(196,841) |
210,795 |
849,170 |
2,652,300 |
1,729,471 |
1,919,299 |
7,164,194 |
|
Rent and Refurbishment |
914,353 |
733,474 |
806,413 |
732,666 |
823,308 |
521,630 |
4,531,844 |
|
Consultancy |
1,012,007 |
856,327 |
802,851 |
1,152,547 |
326,602 |
312,259 |
4,462,593 |
|
Utilities |
- |
3,716 |
30,033 |
54,448 |
84,666 |
55,900 |
228,763 |
|
Other |
41,426 |
95,852 |
185,429 |
177,959 |
210,966 |
225,050 |
936,682 |
|
TOTAL |
4,390,538 |
9,501,479 |
13,636,767 |
20,589,098 |
23,046,955 |
16,450,327 |
87,615,164 |
* A contractor is defined as a person or company that performs work on a contract basis. Contractors are engaged for specific and defined pieces of work at the conclusion of which the engagement ceases. There are a number of contractors in place in Major Operations Division, engaged by my Department under the terms of specific contracts put in place between my Department and those companies. These contractors provide specialist skills required, particularly in the context of large scale transformation programmes and projects. My Department actively manages the complement of contractors that are employed by my Department to ensure that only the minimum necessary amount of contractors are employed at all times. It is generally the case that contractors are solely used where there is a capacity gap in a section that cannot be filled without the utilisation of a contractor for a finite period of time.
720. Deputy Ivana Bacik asked the Minister for Education the estimated cost saving from amalgamating vocational education committees and education and training boards. [38811/23]
View answer721. Deputy Ivana Bacik asked the Minister for Education if she will make a statement on progress to create a staffing structure for education and training boards since 2013. [38812/23]
View answer722. Deputy Ivana Bacik asked the Minister for Education the functions undertaken by education and training boards. [38813/23]
View answer723. Deputy Ivana Bacik asked the Minister for Education the number of administrative staff employed in education and training boards (ETBs); the number of agency administrative staff employed in ETBs; and the annual expenditure by ETBs on outsourced administrative work in each of the years 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022 and to date in 2023, including on agency administrative contracts and project management consultants. [38814/23]
View answerI propose to take Questions Nos. 720 to 723, inclusive, together.
The ETB sector has undergone unprecedented change in recent years. Under the Education and Training Board Act 2013, the 33 VECs were dissolved and 16 ETBs established. For the majority of ETBs, this has involved the amalgamation of the service provided by two, and sometimes three, separate and independent VECs. At the same time, major changes also took place in the coordination and funding of further education and training with the establishment of SOLAS in October 2013. As well as integrating the further education services delivered by the former VECs, ETBs became responsible for the provision of training formerly delivered or contracted by the former FÁS regional training centres.
Since establishment, ETBs, individually and collectively, have grown and service provision has expanded. Accordingly, a like by like comparison of costs between the existing 16 ETBs and the previous 33 VECs is not possible.
The functions of ETBs are set out in section 10 of the Education and Training Board Act, 2013 as follows –
“The general functions of an education and training board shall be to—
(a) establish and maintain recognised schools, centres for education and education or training facilities in its functional area,
(b) when directed to do so by the Minister under section 20 —
(i) establish and maintain recognised schools in its functional area,
(ii) establish and maintain centres for education in its functional area,
(iii) maintain centres for education or recognised schools in its functional area, and
(iv) establish, maintain or resource education or training facilities in its functional area,
(c) plan, provide, coordinate and review the provision of education and training, including education and training for the purpose of employment, and services ancillary thereto in its functional area in—
(i) recognised schools or centres for education maintained by it,
(ii) education or training facilities maintained or resourced by it,
(iii) children detention schools,
(iv) prisons, and
(v) facilities maintained by other public service bodies,
(d) enter into arrangements with, and provide support services to, education or training providers, in accordance with section 22 ,
(e) establish scholarships in accordance with section 24 ,
(f) adopt a strategy statement in accordance with section 27 ,
(g) adopt an annual service plan in accordance with section 47 ,
(h) cooperate with any body nominated to carry out the internal audit functions under section 52 ,
(i) provide education and training at the request of, and on behalf of, any body which funds training out of money provided to that body by the Oireachtas,
(j) support the provision, coordination, administration and assessment of youth work services in its functional area and provide such information as may be requested by the Minister for Children and Youth Affairs in relation to such support, and
(k) assess whether the manner in which it performs its functions is economical, efficient and effective.”
Following the establishment of ETBs, a project was established to devise a future organisational design for ETBs to reflect their new roles. This project involved establishing three pillars in each ETB to support its functions (Schools, Further Education and Training (FET), and Organisation Support and Design (OSD)), each pillar is headed up by a Director. This has significantly increased the senior management supports in each ETB and these posts have provided important additional expertise to the sector.
In relation to the question of administrative staff, my Department provides each ETB with a non-teaching staffing allocation to support its individual ETB schools and head office. It is the responsibility of each ETB to recruit and manage staffing levels within this allocation, which would include assigning staff to the different functional areas and while an individual may initially be recruited to work in a particular area, the Chief Executive has the discretion to deploy staff in accordance with the needs of the organisation. In supporting ETBs, my Department engages with ETBs on an on-going basis around staffing levels in their schools and head office and makes decisions in respect of new/replacement non-teaching staff in line with set down criteria used when it comes to allocating non-teaching staff to these areas.
I can confirm that over recent years that my Department has, as resources permitted, granted a significant number of additional administrative and maintenance posts to the ETB sector. In that regard, in the period since 2015, the Department has increased the number of approved posts in Head Offices by 29% across the sector.
ETBs are also provided with the Schools Services Support Funding (SSSF) from my Department to assist with the provision of support services for schools. ETBs have discretion in how they use this fund with some opting to use part of their allocation to pay for additional non-teaching staffing supports services for schools. In relation to the use of agency staff, my Department’s approach is that ETBs should only avail of agency staff as a temporary measure to fill a gap on a temporary basis, and only after an ETB has utilised the staffing provided to it by way of general allocation in the first instance.
It is important that ETBs retain the discretion to buy in services when the need arises. ETBs are not required to provide a breakdown to my Department in relation to spend on support services for schools, project management consultants or the numbers of agency staff that work in ETBs. Accordingly, data in relation to such categories of expenditure is not available in my Department.
The latest staffing returns for the ETB sector in respect of schools and head office posts allocated by my Department show that it had 1,561 whole-time equivalent administrative posts (WTE) at the end of Q4 2022 of which 820 WTE are employed in ETB Schools and 741 are in head offices.
My Department, together with the Department of Further Education and Higher Education, Research, Innovation and Science, remains fully committed to supporting ETBs and will continue to work closely with individual ETBs and with the sector collectively to ensure they are adequately resourced to deliver their very important work.
