Written Answers Nos. 525-537
525. Deputy Jennifer Whitmore asked the Minister for Education the process by which schools will receive solar panels under the school solar panel scheme; and if she will make a statement on the matter. [57058/23]
View answerOn the 23rd November, the first phase of the Schools PV Programme was launched by Minister for Education Norma Foley TD and Minister of State at the Department of the Environment, Climate and Communications, Ossian Smyth.
It will provide eligible schools with 6 kilowatts of roof-mounted solar PV, which equates to approximately 16 solar panels.
The scheme will be funded from the Government’s Climate Action Fund, in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.
The scheme will assist schools in reducing their energy costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools sector.
The solar PV panels in schools will also be connected to the electricity grid, so that the schools can generate income by powering other homes and businesses with clean energy when schools are closed at weekends and during school holidays.
Monitoring software will also be provided to each school, to allow review and discussion of the energy generated each day for staff and students.
The first phase of the Schools Photovoltaic Programme, which includes over 1,600 schools opened for applications on 30th November 2023. All schools in the first phase have been contacted by the Department and invited to apply from that date.
Schools in the following counties are included in the first phase:
Co. Clare, Co. Donegal, Dublin City Council Area, Co. Galway, Co. Kerry, Co. Kilkenny, Co. Leitrim, Co. Limerick, Co. Offaly, Co. Waterford and Co. Wicklow.
The intention is to include a further eight counties in phase two in Q2 2024 and the remaining eight counties in Q4 2024. It is intended that all eligible schools across the country will have the opportunity to apply to the scheme by end 2024.
The Schools Photovoltaic Programme is a devolved programme based on programme guidance prepared by the Department of Education.
School authorities will be provided with funding from the Department of Education to have the PV panels installed by a registered contractor, with guidance from the Department.
The new scheme is designed to be as streamlined as possible for schools using an online system to facilitate communications with schools. In this regard the Department of Education has set up School Hub, a new online platform which is part of the Department’s geographic information system (GIS).
The online platform will provide a simple, clear and efficient application and approvals process for schools applying for the Solar for Schools Programme.
Schools will be required to get three quotes from suppliers and submit to the Department of Education via the School Hub for review.
The Department of Education has developed detailed guidance documentation for schools and contractors availing of this programme which are now available at the following link: www.gov.ie/en/publication/562dd-schools-photovoltaic-programme/.
526. Deputy Jennifer Whitmore asked the Minister for Education the number and wattage of solar panels being provided to each school under the school solar panel scheme; whether the size/energy usage of the school is being taken into account in the scheme; the cost per school; if schools will automatically be connected to the grid for feed-in purposes; and if she will make a statement on the matter. [57059/23]
View answerOn the 23rd November, the first phase of the Schools PV Programme was launched by Minister for Education Norma Foley TD and Minister of State at the Department of the Environment, Climate and Communications, Ossian Smyth.
It will provide eligible schools with 6 kilowatts of roof-mounted solar PV, which equates to approximately 16 solar panels.
The scheme will be funded from the Government’s Climate Action Fund, in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.
The scheme will assist schools in reducing their energy costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools sector.
The solar PV panels in schools will also be connected to the electricity grid, so that the schools can generate income by powering other homes and businesses with clean energy when schools are closed at weekends and during school holidays.
Monitoring software will also be provided to each school, to allow review and discussion of the energy generated each day for staff and students.
The first phase of the Schools Photovoltaic Programme, which includes over 1,600 schools opened for applications on 30th November 2023. All schools in the first phase have been contacted by the Department and invited to apply from that date.
Schools in the following counties are included in the first phase:
Co. Clare, Co. Donegal, Dublin City Council Area, Co. Galway, Co. Kerry, Co. Kilkenny, Co. Leitrim, Co. Limerick, Co. Offaly, Co. Waterford and Co. Wicklow.
The intention is to include a further eight counties in phase two in Q2 2024 and the remaining eight counties in Q4 2024. It is intended that all eligible schools across the country will have the opportunity to apply to the scheme by end 2024.
The Schools Photovoltaic Programme is a devolved programme based on programme guidance prepared by the Department of Education.
School authorities will be provided with funding from the Department of Education to have the PV panels installed by a registered contractor, with guidance from the Department.
The new scheme is designed to be as streamlined as possible for schools using an online system to facilitate communications with schools. In this regard the Department of Education has set up School Hub, a new online platform which is part of the Department’s geographic information system (GIS).
The online platform will provide a simple, clear and efficient application and approvals process for schools applying for the Solar for Schools Programme.
Schools will be required to get three quotes from suppliers and submit to the Department of Education via the School Hub for review.
The Department of Education has developed detailed guidance documentation for schools and contractors availing of this programme which are now available at the following link: www.gov.ie/en/publication/562dd-schools-photovoltaic-programme/.
527. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter (details supplied); and if she will make a statement on the matter. [57079/23]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment. The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific one aimed at small schools, to an independent Primary Staffing Appeals Board.
The Department provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language. Schools may apply for further language support through the staffing appeals process. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional support may be approved to meet the educational needs of such pupils. In considering the level of EAL support to be allocated, the Appeals Board will consider those pupils in the school with less than B1 (Level 3) proficiency that have received less than 3 years EAL support.
The allocation of an Administrative Principal is based on the enrolment in the school. The thresholds are set out in Appendix B of Circular 0006/2023. Where a school has achieved the required enrolment on the previous 30th September, the additional position is allocated automatically.
528. Deputy Niamh Smyth asked the Minister for Education to review correspondence (detail supplied); and if she can provide an update on this application. [57119/23]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of Teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Council registers teachers under the Teaching Council Act 2001-2015. There are five routes of registration with the Teaching Council which are namely Route 1: Primary, Route 2: Post-primary, Route 3: Further Education, Route 4: Other and Route 5: Student Teacher. The registration requirements for each route is set out in the Teaching Council [Registration] Regulations 2016. The Department has no role in the registration of individual teachers.
The Teaching Council have confirmed that all outstanding documentation from the person that the Deputy is referring to in this query, was received on the 18th of December 2023 and as a consequence the Council was in a position to finalise registration 20th of December 2023.
The Council on its website advises applicants that overseas qualified applicants can expect applications to take up to 12 weeks to process from receipt of all documentation, and for domestic qualified applicants, 6 to 8 weeks. Of that the vetting process which is required by law can take up to 6 weeks. It is important that applicants familiarise themselves with the requirements outlined in detail on the Teaching Council website, and allow for the timeframes indicated.
529. Deputy Aodhán Ó Ríordáin asked the Minister for Education what mechanism can be used to ensure that pupils such as a pupil (details supplied) moving from a junior national school to a senior national school can be assured of maintaining the same level of SNA support after the move. [57124/23]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and exceptional reviews.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
The NCSE have published the SNA allocations for the 2023/24 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website at: www.ncse.ie/set-hours-and-sna-allocations.
Schools can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.
Detailed information on the NCSE exceptional review process is available on the NCSE website: www.ncse.ie/application-for-sna-exceptional-review.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Following the outcome of the review, the NCSE can make the local special educational needs officer (SENO) available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
530. Deputy Paul Kehoe asked the Minister for Education what determines a school's educational profile; and if she will make a statement on the matter. [57132/23]
View answerThe special education teaching (SET) allocation model provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
The SET model has been in place since 2017. It was recommended by the NCSE and is designed to distribute the total available number of special education teachers across primary and post-primary schools based on the relative need of each school, as evidenced by a number of key indicators:
• Baseline component provided to every mainstream school to support inclusion, assistance with learning difficulties and early intervention, and
• A school educational profile component, which takes into account:
• The number of pupils with complex needs enrolled to the school.
• The learning needs of pupils as evidenced by standardised test results for literacy and numeracy.
• The social context of the school including disadvantage and gender
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
531. Deputy Sean Fleming asked the Minister for Education to provide a response to correspondence (details supplied); and if she will make a statement on the matter. [57161/23]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
This funding supports children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
Inclusive education is at the core of my department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students.
Schools at both primary and secondary level have been encouraged to use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.
To support this work, the NCSE who has the responsibility for planning and coordinating school supports for children with special educational needs, host a number of seminars during the year to provide guidance to teachers to support gifted and talented students.
In addition, Oide, through their school support model provide bespoke supports to schools who have identified specific needs for gifted students and respond by facilitating collaborative conversations among staff as to how best to collectively support their students through a planned and coherent approach.
My department is committed to ensuring that all children including those who are exceptionally able or gifted are supported and nurtured to reach their full potential and has recently established a working group to develop policy for these students.
This working group is jointly chaired by my department's Special Education Section and Curriculum and Assessment Policy Unit.
The group has been tasked with, inter alia, the following:
• Scoping out existing supports for students with exceptional abilities
• Examining how other education systems provide for students with exceptional abilities
• Devising guidance for schools
• Reviewing draft guidelines for teachers on meeting the needs of students with exceptional abilities published by the National Council for Curriculum and Assessment (NCCA) in 2007.
The steering group is currently in the process of commissioning a piece of research on current provisions and practices in other jurisdictions. It is expected that this research will be completed in the first quarter of 2024.
In addtion, my department's review of the Education of Persons with Special Educational Needs (EPSEN) Act 2004 will involve focus groups with a range of interest groups and students. High achieving students will be invited to engage based on consultation with the research facilitators in University College Dublin.
The purpose of the review is to ensure that legislation on education for students with special educational need is up-to-date, fully operational, and reflective of the lived experiences of students and families.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
532. Deputy Seán Canney asked the Minister for Education for an update on the development of a school (details supplied); and if she will make a statement on the matter. [57170/23]
View answerThe project to which the Deputy refers has been devolved for delivery to Galway & Roscommon Education and Training Board (GRETB).
The Design Team for the project are currently progressing through Stage 1 of the architectural planning process (preliminary design), and the Stage 1 Report will be submitted to my Department in due course for review. Once this report is received, reviewed and approved, the project will then move to Stage 2A (detailed design) and then onwards to Stage 2b which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. The project will then move onward to Tender and Construction in due course.
It is not possible to provide a timeline for completion of this project at this early stage.
533. Deputy Paul Kehoe asked the Minister for Education whether a person currently employed as a nurse by the HSE is entitled to transfer years of service to the Department of Education if they take up a job as an SNA; and if she will make a statement on the matter. [57173/23]
View answerThe criteria required to have incremental credit awarded to qualified Special Needs Assistants(SNA) is set out in Circular 0139/2006. Paragraph 4.2 of this circular sets out the categories of employment that may attract incremental credit. Prior service as a nurse is one of those categories that may qualify an SNA for incremental credit.
All Special Needs Assistants start on point 1 of the Special Needs Assistant Salary Scale - gov.ie - Salary Scales (www.gov.ie) regardless of where they have worked previously.
Upon successful completion of probation, the applicant may apply for Incremental Credit under Circular 139/2006 through this Department or the relevant Education and Training Board.
534. Deputy Duncan Smith asked the Minister for Education if she aware of the health and safety issues in relation to the standard of a school building (details supplied); and if she will make a statement on the matter. [57175/23]
View answer535. Deputy Duncan Smith asked the Minister for Education what actions she has taken since receiving evidence of the health and safety issues at a school (details supplied); and if she will make a statement on the matter. [57176/23]
View answerI propose to take Questions Nos. 534 and 535 together.
In relation to the school to which the Deputy refers, my Department is aware of some issues and is in close contact with DDLETB in respect of these issues. My Department and DDLETB are currently considering the most appropriate approach to facilitate a comprehensive solution for these issues in the medium term. The option remains open to the school to submit any Emergency Works Scheme (EWS) applications that it may deem appropriate in the interim. My Department will keep DDLETB and the school informed throughout the process.
536. Deputy Duncan Smith asked the Minister for Education if she will expedite the provision of a much-needed new school building for a school (details supplied); and if she will make a statement on the matter. [57177/23]
View answerAs the Deputy is aware, responsibility for delivering a major project for the school referred to by the Deputy has been devolved to Dublin and Dún Laoghaire Education & Training Board (DDLETB).
The Department has been reviewing the next steps in the progression of the project and I am pleased to advise the Deputy that a feasibility study has been completed which has been shared with the DDLETB and further discussions have taken place with the DDLETB regarding the optimum means to provide a new school building. The DDLETB have indicated to the Department that they have scheduled an internal team meeting to discuss and expect to revert to the Department in early 2024.
In this regard, my Department has and will continue to work closely with the school authority, Dublin and Dún Laoghaire Education & Training Board in order to identify the most appropriate solution for the wider education community in the area.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for completion.
537. Deputy Emer Higgins asked the Minister for Education to outline capital investments in Clondalkin and Lucan during 2023, by school. [57201/23]
View answerSince 2020, my Department has invested in the region of €3.5 billion in our schools throughout the country, involving the completion of over 690 school building projects with construction currently underway at approximately 300 other projects. School building projects at construction involve an overall State investment of over €1.2 billion. We also have over 200 modular accommodation projects that are very well advanced for delivery or at construction stage.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
In Clondalkin & Lucan alone, we have invested in excess of €41m in our schools during 2023. Currently there are 7 Large Scale or Additional Accommodation (ASA) school building projects under construction in Clondalkin & Lucan. There are also 2 modular accommodation projects in Lucan that are at construction stage.
The key drivers of capital investment in the schools sector are as follows:
•demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary level,
•alignment with housing provision and national planning at school planning area level,
•climate action objectives including deep energy retrofit.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
Capital investment in Clondalkin and Lucan during 2023:
|
Roll number |
School Name |
2023 Capital Spend (in millions) |
|
00714P |
LUCAN B N S |
0.07 |
|
12014D |
ST ANDREWS N S |
0.56 |
|
13447Q |
SCOIL MHUIRE |
0.07 |
|
18602E |
SCOIL MHUIRE |
0.01 |
|
18642Q |
S N NAOMH EOIN |
0.01 |
|
18655C |
SCOIL NAOMH SEOSAMH |
0.60 |
|
19032R |
STEWARTS SCHOOL |
0.28 |
|
19220S |
SCOIL NAOMH IDE |
0.28 |
|
19221U |
SCOIL NAOMH AINE |
0.36 |
|
19509T |
SCOIL NANO NAGLE |
0.03 |
|
19510E |
TALBOT SENIOR NS |
0.55 |
|
19542R |
ST THOMAS JUNIOR NATIONAL SCHOOL |
1.90 |
|
19566I |
OUR LADY QUEEN OF APOSTLES |
0.02 |
|
19590F |
SCOIL MOCHUA |
0.37 |
|
19676P |
SCOIL AINE NAOFA |
1.29 |
|
19707A |
ST RONANS N S |
0.01 |
|
19799I |
SACRED HEART N S |
0.02 |
|
19817H |
ST MARYS N S |
0.02 |
|
19855P |
GAELSCOIL CHLUAIN DOLCAIN |
0.01 |
|
19865S |
DIVINE MERCY JUNIOR NATIONAL SCHOOL |
0.01 |
|
19940G |
GAELSCOIL NAOMH PADRAIG |
0.01 |
|
19991A |
GAELSCOIL NA CAMOIGE |
0.01 |
|
20066S |
LUCAN EDUCATE TOGETHER NS |
0.01 |
|
20166W |
GRIFFEEN VALLEY EDUCATE TOGETHER NS |
0.64 |
|
20187H |
DIVINE MERCY SENIOR NATIONAL SCHOOL |
0.01 |
|
20194E |
ST. JOHN THE EVANGELIST NATIONAL SCHOOL |
0.04 |
|
20223I |
GAELSCOIL EISCIR RIADA |
5.59 |
|
20268H |
ADAMSTOWN CASTLE EDUCATE TOGETHER NS |
0.01 |
|
20274C |
ESKER EDUCATE TOGETHER NS |
0.12 |
|
20303G |
LUCAN EAST ETNS |
0.18 |
|
20390E |
BALLYDOWD HIGH SUPPORT SPECIAL SCHOOL |
0.05 |
|
20426W |
LUCAN COMMUNITY NATIONAL SCHOOL |
0.93 |
|
60121B |
MOYLE PARK COLLEGE |
1.38 |
|
60263V |
ST JOSEPH'S COLLEGE |
13.83 |
|
60264A |
COLÁISTE PHÁDRAIG CBS |
0.32 |
|
70042L |
ST. KEVIN'S COMMUNITY COLLEGE |
0.15 |
|
70080T |
LUCAN COMMUNITY COLLEGE |
0.16 |
|
70100W |
COLÁISTE CHILLIAIN |
0.39 |
|
76065H |
COLÁISTE COIS LIFE |
0.57 |
|
76097U |
ADAMSTOWN COMMUNITY COLLEGE |
0.06 |
|
76454S |
GRIFFEEN COMMUNITY COLLEGE |
10.55 |
|
Grand Total |
Grand Total |
41.48 |
