Written Answers Nos. 283-297
283. Deputy Emer Higgins asked the Minister for Education if caretakers, who are employed by the Department and work in a school, will receive their pay increases following the discussions with unions; the timeline for the increases; and if she will make a statement on the matter. [7683/24]
View answerCaretakers are valued and vital members of the school system. The majority of primary and post-primary schools receive assistance to provide for caretaker services under grant schemes. Where a school employs a caretaker under these grant schemes to support those functions, those staff members are employees of the individual schools and as such the responsibility for the terms and conditions of employment as well as rates of pay currently rests with the school.
The February 2022 agreement for revised salary and annual leave entitlements for grant funded school secretaries is now fully operational, and the lessons learned from that process will form a key element in negotiating and implementing a similar package for grant funded school caretakers.
At present work is ongoing in my Department to develop a comprehensive survey which will enable my officials to confirm their understanding of the current working patterns as well as the terms and conditions of work for school caretakers. In parallel with this, officials from the Department and Fórsa are currently in communication on this important issue and anticipate that a meeting will be scheduled in the near future to progress the matter.
284. Deputy Niall Collins asked the Minister for Education when an approval letter will issue to a school (details supplied); and if she will make a statement on the matter. [7684/24]
View answerSince 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
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
I can confirm that the Department is in receipt of an application, under the Additional School Accommodation scheme, from the above named school. The purpose of the Additional School Accommodation scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by other schools in the area.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
My officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider area for 2024/25 and future years.
The Viability Report has been received from the Project Managers and has been reviewed by the departments Technical team. The viability report will issue the school authority for approval and acceptance very shortly. Officials in my Department will be available for any queries the school may have over the coming weeks.
285. Deputy Richard Bruton asked the Minister for Education the number of schools in the Santry, Whitehall and Dublin 9 catchment area who have applied for upgrades to their school buildings, including the amount spent since 2019, in tabular form. [7708/24]
View answerI can confirm to the Deputy that the purpose of my Department's Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in an area.
Where there is a need for accelerated delivery of such accommodation my Department utilises Modern Methods of Construction, including my Department's Modular Accommodation Framework, to meet the accommodation need. My Department has additionally put Project Management provision in place to support schools in the expedited delivery of this accommodation.
My Department has a large pipeline of projects for delivery under the school building programme, including in the Dublin 9 area.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
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.
Details of large-scale and ASA projects being delivered under the school building programme 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.
Attached in tabular form is a list of schools in the Santry, Whitehall and Dublin 9 area, where funding has been provided for works, including upgrades to their school buildings, through my Department's Planning and Building Unit which includes, but is not limited to the ASA, Summer Works and Emergency Works Schemes. Each of these schemes serves a different purpose from emergency interim remedial measures, to upgrades of existing accommodation and to the provision of new accommodation and the spend in the table below gives an indication of the breadth of my Department’s investment in both existing and new school infrastructure.
|
Roll Number |
School Name |
Amount spent since 2019 |
|
04992R |
SCOIL AN CROI NAOFA |
.43m |
|
11525A |
ST PATRICKS NS |
1.27m |
|
14980Q |
GLASNEVIN NS |
.14m |
|
15895H |
DRUMCONDRA NS |
.04m |
|
16177F |
LINDSAY ROAD NATIONAL SCHOOL 16177F |
.05m |
|
16659A |
ST COLUMBAS CON G&I |
.66m |
|
16753P |
ST VINCENT DE PAUL GIRLS SCHOOL |
.88m |
|
16754R |
ST VINCENTS CONVENT INF NS |
.54m |
|
16860Q |
CORPUS CHRISTI NS |
.09m |
|
17318C |
LARKHILL SCHOOL |
2.43m |
|
18417J |
ST JOSEPHS FOR THE BLIND NS |
1.11m |
|
18763F |
ST MICHAELS HSE SPEC SC |
1.91m |
|
18910P |
BANTIARNA NA MBUANNA B |
.21m |
|
18911R |
BANTIARNA NA MBUANNA G |
1.01m |
|
19242F |
OUR LADY OF VICTORIES |
1.61m |
|
19302U |
VIRGIN MARY NS |
.9m |
|
19303W |
VIRGIN MARY SCHOOL |
.55m |
|
19316I |
ST PAULS HOSP SPEC SCHOOL |
.08m |
|
19325J |
SCOIL CHIARAIN |
1.24m |
|
19845M |
NORTH DUBLIN NATIONAL SCHOOL PROJECT |
.11m |
|
20015B |
GAELSCOIL BHAILE MUNNA |
.53m |
|
20154P |
BEAUMONT HOSPITAL SPECIAL SCHOOL |
.04m |
|
20338C |
HOLY CHILD NATIONAL SCHOOL 20338C |
.53m |
|
20486R |
DRUMCONDRA /MARINO NATIONAL SCHOOL |
12.67m |
|
60420L |
ARDSCOIL RIS, GRIFFITH AVENUE |
.35m |
|
60481I |
ST AIDAN'S CBS, WHITEHALL |
.87m |
|
60581M |
ST KEVINS COLLEGE, EAST FINGLAS |
.67m |
|
60690R |
DOMINICAN COLLEGE, DRUMCONDRA |
1.67m |
|
60840K |
MARYFIELD COLLEGE, DRUMCONDRA |
2.7m |
|
60870T |
OUR LADY OF MERCY, BEAUMOUNT |
.1m |
|
70321P |
ELLENFIELD COMMUNITY COLLEGE |
.13m |
|
76394D |
CLONTURK COMMUNITY COLLEGE |
17.5m |
|
81017A |
TRINITY COMPREHENSIVE |
.64m |
|
91344V |
ROSMINI COMMUNITY SCHOOL, DROMCONDRA |
12.16m |
286. Deputy Richard Bruton asked the Minister for Education the number of new schools built in the Santry, Whitehall and Dublin 9 catchment area and the amount spent on each school building since 2019, in tabular form. [7709/24]
View answerSince 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 33 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also approximately 90 projects currently at the tender stage including a further 28 new school buildings. All these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.
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.
The key drivers of capital investment in the school's sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.
Since 2019, 20 school building projects were completed in Dublin, of which 1 was in the Whitehall/Santry/Dublin 9 area. The project is detailed below:
|
Roll Number |
School Name |
Project Brief |
Year Complete |
Overall Project Cost |
|
20486R |
Gracepark ETNS, Drumcondra, Dublin 9 |
New 16 Classroom school plus 2 Classroom SEN |
2020 |
c. €12.6m |
The status of all projects and completions 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.
287. Deputy Róisín Shortall asked the Minister for Education the consultation her Department carried out with organisations representing people with disabilities in respect of changes to the allocation model for special education teachers, in line with Article 4(3) of the United Nations Convention on the Rights of Persons with Disabilities (detail supplied); if no such consultation was carried out, to outline her rationale for excluding the voice of people with disabilities from the decision making process, given the direct impact of this decision on children with disabilities; and if she will make a statement on the matter. [7721/24]
View answerI want to thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the Special Education Teacher Allocations for mainstream schools which issued on the 6th February.
At the outset, I would like to clarify Complex needs have not been removed – the data which was used since 2017 from the CDNT and which is no longer routinely available is being replaced by high quality, verifiable education data.
To ensure that schools are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs. In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
It is important to note that my department consults with organisations representing people with disabilities on an ongoing basis, and will continue to do so, in relation to key policies that effect their members. The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools. Our policy relating to supporting all of our children in our schools based on their level of need remains.
The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
Therefore the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
288. Deputy Holly Cairns asked the Minister for Education for an update on renovations in a school (details supplied); and if she could provide a timeline for completed works. [7738/24]
View answerThe project to which the Deputy refers includes the extension and refurbishment of an old building to cater for a long term capacity of 600 pupils plus a 3 class SEN base. The project has been devolved for delivery to the school patron who has appointed a design team.
The design team's Stage 1 architectural report is currently being prepared and requires significant enabling works on site which are currently underway. Once the stage 1 report is received and approved by my Department, the next stage of the architectural process is detailed design, and statutory approval followed by procurement and construction.
As the project is still at an early stage , it is not possible at this time to give a date for its completion. However the patron body will continue to engage directly with the school community to keep it fully informed of all progress.
289. Deputy Matt Carthy asked the Minister for Education if she will put in place provision to ensure that a child enrolled in early intervention in a school will have an entitlement to continue their formal education in the same school if their needs are being met there; and if she will make a statement on the matter. [7740/24]
View answer290. Deputy Matt Carthy asked the Minister for Education if provision can be made for flexibility for a child to continue early intervention for a period after they turn six years of age if that is appropriate for the child; and if she will make a statement on the matter. [7741/24]
View answerI propose to take Questions Nos. 289 and 290 together.
Enabling 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 €113 million 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.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs and is committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
I would like to assure the Deputy that my department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years, including children transitioning from an early intervention class who require a special class at primary. The NCSE will also work with schools to support children transitioning from an early intervention class to a mainstream primary setting.
291. Deputy Matt Carthy asked the Minister for Education the number of children at each school that have been enrolled in early intervention classes in the school years 2019-2020, 2020-2021, 2021-2022, 2022-2023 and 2023-2024, in tabular form; the number therein that were subsequently enrolled in formal education in the same school; the number therein that moved school after early intervention; the number therein that remain within early intervention for which there is currently a plan to provide for the continuance of their education at the same school; and if she will make a statement on the matter. [7742/24]
View answerPlease find attached requested data.
The National Council of Special Education has Special Educational Needs Organisers who are available to work with families to support the transition of students from early intervention classes to primary special or mainstream classes as appropriate.
|
Academic Year |
Total in ASD IE |
Retained in ASD IE from previous year |
Moved to a Special class other than ASD IE |
Moved to mainstream class |
Moved to Special school |
Cohort Previous year in the same school |
Cohort Previous year moved to MS school |
Enters ASDIE Class |
Previous year with no record in following academic year |
|
2019/20 |
654 |
||||||||
|
2020/21 |
714 |
268 |
305 |
40 |
28 |
466 |
147 |
446 |
13 |
|
2021/22 |
805 |
288 |
324 |
39 |
47 |
489 |
162 |
517 |
16 |
|
2022/23 |
917 |
299 |
408 |
34 |
39 |
523 |
219 |
618 |
25 |
Notes: Data is taken from the Primary Online Database, (POD) and represents enrolment of pupils for each year with ASD Early Intervention as their class type in POD and there movement in subsequent years.
Using 2019 as an example it shows the outcomes of pupils enrolled in 2019, 654, in the following year 2020-21, with 641 pupils subsequently enrolled across class and school categories in 2020-21. There are no special class categories in special schools in POD. 2022-2023 is the latest year we have final enrolment data and we expect final enrolments for 2023-2024 to be published in June 2024
292. Deputy Emer Higgins asked the Minister for Education for an update on the new modular build for a school (details supplied); when the brief acceptance letter will be issued; and if she will make a statement on the matter. [7749/24]
View answerI can confirm to the Deputy, that the school in question was granted initial approval for a significant modular accommodation project under my Department's Additional School Accommodation (ASA) scheme.
The Department has a significant modular accommodation programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
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.
I can confirm that the school in question was assigned a Project Manager under this programme and the project has progressed to viability report stage. The consideration of the accommodation requirements for this school forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. It is not, therefore, possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school.
I can only seek to assure you that we will advance this matter as quickly as possible.
293. Deputy Emer Higgins asked the Minister for Education for an urgent update on the construction plan for a new school building (details supplied) that is in danger of losing their approved contractor if delays persist, which would be a very costly set back to this already long-awaited urgent building project; when approval will be issued to the design team to commence construction; and if she will make a statement on the matter. [7750/24]
View answerThe project brief for the Major Project at Holy Family Community School includes the Demolition of the existing school and the phased construction of a three storey 1,000 pupil Community School with Special Education Needs Unit and PE Hall.
My Department’s planning and building unit is currently assessing its work programme and priorities for 2024 in the context of overall requirements. The large scale capital project at Holy Family Community School remains a priority for delivery, in line with the accommodation issues present at the school.
The project is at an advanced stage of Architectural Planning Stage 3 – Tender Action Award, the tender process was undertaken and a contractor identified. The next steps for the project will be the completion of the tender process and progression to Stage 4 – Construction.
My Department want to reassure the Holy Family Community School community that the school building project will be progressed and delivered. My Department will update the school authorities when there is a further update on the progression of the major projects.
294. Deputy Verona Murphy asked the Minister for Education to provide an update on an additional school accommodation application that was sanctioned by her Department in February 2022 for a school (details supplied); to explain the delay in progressing the new build and what further timeframe is expected on the project; and if she will make a statement on the matter. [7760/24]
View answerThe project to which the Deputy refers was approved a project under my Department’s Additional School Accommodation (ASA) scheme for the provision of 2 mainstream classrooms, 2 SET and 1 sensory room.
A Stage 1/2a report was received reviewed and approved by my Department’s Professional and Technical Team to progress to Stage 2b (detailed design) in February 2024.
The school were notified of this approval and advised my Department that they had understood that they were previously approved to stage 2b and had applied for, and been granted, the necessary statutory approvals, including planning permission.
Upon being notified of this, Department officials commenced a review with the aim of progressing the project while also ensuring that all Departmental procedures and standards have been met. Department officials will be in contact with the school authority shortly.
295. Deputy Verona Murphy asked the Minister for Education to provide an update on a modular accommodation application for a school (details supplied); and if she will make a statement on the matter. [7761/24]
View answerI can confirm to the Deputy, that the school in question was issued a provisional letter of offer following their application for capital funding, under the Department's Additional School Accommodation (ASA) Scheme.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
The Department is working to ensure that there is appropriate school accommodation in place to meet the school place needs of all children. In the first instance, this is focused on ensuring that the use of existing school accommodation capacity is fully optimised. Where additional capacity is required this can be provided by means of modular accommodation where accelerated delivery is required, or by means of traditional construction projects.
The application is being considered in this context and officials in the department are working to get a decision communicated to the school as soon as possible.
296. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an féidir léi míniú a thabhairt ar an líon ard daltaí, 669 dalta, ar bronnadh díolúine orthu sa scoilbhliain 2022/23 bunaithe ar an gcritéar nua i gciorclán 0054/2022 a dhéanann soláthar den chéad uair do dhaltaí a bhfuil leibhéal ard riachtanas iolrach agus leanúnach acu atá ina mbac suntasach ar a rannpháirtíocht agus a rannpháirtíocht ina saol foghlama agus scoile; de réir an téacs seo a leanas ón gciorclán (sonraí tugtha) níor chóir díolúine a bhronnadh ach i gcúinsí an-eisceachtúla. [7765/24]
View answerBa mhian liom cur in iúl don Teachta gur tugadh díolúine ó staidéar na Gaeilge do 1,060 dalta bunscoile (0.19%) i 2022/23 faoin chritéar nua in imlitir 0054/2022, sin “Dalta a mbíonn leibhéal ard riachtanas iolrach agus leanúnach acu atá ina bhac suntasach ar rannpháirtíocht agus rannpháirtíocht an dalta ina saol foghlama agus scoile”.
Ní mór féachaint ar staitisticí 2022/23 i gcomhthéacs níos leithne:
• Is í an chéad bhliain í de chur i bhfeidhm na ciorcláin nua, mar sin tá cohórt daltaí ag gach leibhéal nach mbeadh na critéir dhíolúine ó staidéar na Gaeilge á chomhlíonadh acu roimhe seo.
• Tá rollú scoile tar éis méadú faoi nach mór 44,000 le 5 bliana anuas, méadú 12% ag an leibhéal iar-bhunscoile agus laghdú beag de thart ar 1% ag an mbunleibhéal.
• Chláraigh níos mó ná 18,000 scoláire ón Úcráin amháin le 2 bhliain anuas, 11,165 acu sin ag an mbunleibhéal.
• Ag an mbunleibhéal, tháinig 72,003 dalta isteach sa chóras oideachais ó thíortha eile le 5 bliain anuas. Agus ag leibhéal na hiar-bhunscoile, tháinig 36,629 scoláire isteach sa chóras oideachais ó thíortha eile le linn an thréimhse céanna.
• I rith an tréimhse cúig bliana seo d’fhás méid an ráta uathachais ó 1.8% go dtí níos mó ná 3.2%.
• Tá beagnach 9,000 dalta cláraithe anois i Scoileanna Speisialta agus beagnach 18,500 scoláire eile cláraithe i ranganna speisialta.
• Ó 2017/18 anuas, tá laghdú tagtha ar chéatadán na scoláirí bunscoile a bhfuil díolúine acu ó staidéar na Gaeilge ó 3.3% go 2.34%.
Tá mo Roinn tar éis scríobh chuig gach Príomhoide iar-bhunscoile, agus tá sí i mbun scríobh chuig príomhoidí bunscoileanna, chun meabhrú dóibh faoi na ciorcláin agus critéir iomchuí faoinar féidir díolúine a bhronnadh agus go mbeidh a gcomhaid dhíolúine réidh acu ionas gur féidir le m’oifigigh spotseiceálacha a dhéanamh lena chinntiú go ndéanann na scoileanna díolúintí a bhronnadh agus iad ag cloí go docht le forálacha na ciorcláin. Déanfar leibhéal áirithe iniúchta ar scoileanna maidir le cur i bhfeidhm na gciorclán, bunaithe ar na sonraí atá ar fáil don Roinn.
Tá raon leathan gníomhaíochtaí á chur i bhfeidhm ag mo Roinn chun tacú le múineadh agus foghlaim na Gaeilge lena n-áirítear:
• an Polasaí don Oideachas Gaeltachta agus polasaí a fhorbairt don Oideachas lán-Ghaeilge lasmuigh den Ghaeltacht.
• Tacaíochtaí atá curtha ar fáil trí COGG
• Athchóiriú curaclaim ar gach leibhéal
• Clár nua Oideachas Tosaigh Múinteoirí Lán-Ghaeilge ar a bhfuil 30 áit bhreise ar fáil ón bhliain 2023-24.
• Oideachas agus oiliúint Múinteoirí
• Maoiniú a sholáthar d’Fhoras na Gaeilge chun dul chun cinn a dhéanamh ar thionscnaimh áirithe.
• Obair leanúnach ar an tionscadal um Fhoghlaim Chomhtháite Ábhar agus Teanga (FCÁT).
Léiríonn na tograí agus na gníomhartha atá leagtha amach agam mo thiomantas féin agus thiomantas mo Roinn don Ghaeilge agus do chur chun cinn na ngníomhaíochtaí a bhaineann le hoideachas teanga sa Straitéis 20 Bliain don Ghaeilge 2010-2030.
297. Deputy Emer Higgins asked the Minister for Education how many of the 58 schools which received additional budget for their school building programmes have begun construction; and if she will make a statement on the matter. [7821/24]
View answer298. Deputy Emer Higgins asked the Minister for Education how many of the 58 schools which received additional budget for their school building programmes are still awaiting sign-off from the Department on final design before they can begin construction; and if she will make a statement on the matter. [7822/24]
View answer299. Deputy Emer Higgins asked the Minister for Education how many of the 58 schools which received additional budget for their school building programmes have had to re-tender for their project due to delays in obtaining the brief acceptance letter; and if she will make a statement on the matter. [7823/24]
View answer300. Deputy Emer Higgins asked the Minister for Education how many of the 58 schools which received additional budget for their school building programmes are in danger of losing their approved contractor due to delays in obtaining sign off from the Department to proceed to construction; and if she will make a statement on the matter. [7824/24]
View answerI propose to take Questions Nos. 297 to 300, inclusive, together.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 33 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also approximately 90 projects currently at the tender stage including a further 28 new school buildings. All of these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.
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.
The key drivers of capital investment in the school's sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.?
My Department is very appreciative of the strong support provided by Government for our education budget.? As part of the supplementary budget in 2023, €405m additional capital funding was provided for the school building programme. This helped to alleviate capital funding pressures that arose in 2023. These pressures reflect the strong delivery by my Department of school building projects – including to support additional school places aligned with housing growth, special education provision and also the accommodation of students from Ukraine in the school system. This is a very significant roll-out of the school building programme that is being delivered in a challenging construction sector environment. My Department’s overall capital outturn for 2023 was €1.264 billion.
My Department has always operated a tightly prioritised approach to the school building programme, that is primarily focused on the delivery of additional capacity where required. This will continue to be the case.
Following agreement secured in April 2023, the 58 paused projects referenced by the Deputy were progressed for delivery on a controlled and phased basis. To date, it has not been necessary to re-tender any of the 58 paused projects. 29 of the paused projects were paused prior to entering construction (the others were paused prior to tender). Of the 29 paused prior to construction, 27 are now in construction. The Department continues to work with delivery partners and Design Teams to progress projects through the pipeline in a timely manner and within the context of overall budgetary parameters.
The current status of all projects and completions 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.
