Tuesday, 5 Mar 2024

Written Answers Nos. 263-282

Bus Services

Questions (263)

Holly Cairns

Question:

263. Deputy Holly Cairns asked the Minister for Education in view that the rate of pay for school bus escorts is continually under review, what date will the next review be; will the pay increases under the proposed public service pay deal be extended to school bus escorts; and will she strongly consider awarding school bus escorts a pay increase in line with the pay increases for other school related staff including special needs assistants, caretakers and school secretaries. [9963/24]

Written answers

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.

The total cost of the scheme in 2023 was €382.02m.

There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort, where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.

The Department of Education provides grant funding for the employment of the School Transport Escort and sets the rate of pay.

Under the Education Act 1998, the Principal/Board of Management is responsible for the operation of the school and is the employer of the School Transport Escort and therefore responsible for all employment matters relating to their School Transport Escort.

It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school. The School Transport Section in the Department are currently carrying out a comprehensive review of matters as they relate to the escort and the information provided to schools. An information pack for schools is being developed and will be reviewed and updated regularly. As part of this comprehensive review the terms of employment and rate of pay for school bus escorts are also being examined, and the Department will continue to keep the rates under review.

As the Deputy is aware a review of the School Transport Scheme has been completed.  This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. As part of this review one of the actions outlined is that pay rates for School Bus Escorts is to be reviewed in full by the end of 2024.

Special Educational Needs

Questions (264)

Richard O'Donoghue

Question:

264. Deputy Richard O'Donoghue asked the Minister for Education if her attention has been drawn to the time that children are waiting for seno equipment to be provided in view that this delay is having an impact on their education; and if she will make a statement on the matter. [9971/24]

Written answers

Minister of State at the Department of Education

Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.

The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.

SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.

The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.

Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).

My Department has received a large volume of Assistive technology applications that are currently being processed. There has been a large increase in applications for Assistive Technology over the last number of years, with approximately double the amount of equipment being sanctioned in 2023 compared to 2018. Special education are currently reviewing the Assistive Technology Scheme, with streamlining the application process one of the key goals of this review.

Applications for equipment for students with hearing impairment and/or visual impairment have been prioritised and there is currently no delay in the processing time of these applications. All other applications will be processed in accordance with the date that the recommendations has been received in the Department by the SENO.

Citizens' Assembly

Questions (265)

Paul Kehoe

Question:

265. Deputy Paul Kehoe asked the Minister for Education for an update on timings of the promised citizens assembly on education; whether it will cover the goal to achieve 400 multi denominational schools by 2030, divestment from current patrons and pre-school education; and if she will make a statement on the matter. [9987/24]

Written answers

Minister for Education

The Programme for Government commits to establishing a Citizens’ Assembly on the Future of Education ensuring that the voices of young people and those being educated are central.

The establishment of the Citizens’ Assembly on the Future of Education and its Terms of Reference, including any questions to be discussed will be the subject of a Government decision and resolutions of the Dáil and Seanad at the appropriate time. Citizens’ Assemblies operate independently of the Government with secretariat support provided by the Department of the Taoiseach.

My published Statement of Strategy 2023-2025 sets out the framework for the Department’s work for this period, including advancing education commitments in the Programme for Government.

In this regard, it specifically mentions exploring the scope for a Citizens’ Assembly on the Future of Education and my officials are working on this.

This work includes liaison with the Department of the Taoiseach. 

In this context, my Department supports a Citizens’ Assembly that will address the relevant topics and key issues facing the education system. Our primary goal in this should be to deliver the best outcome that will support school communities into the future.

Schools Building Projects

Questions (266)

Marc MacSharry

Question:

266. Deputy Marc MacSharry asked the Minister for Education if she will review her Department's decision in relation to an application for emergency works by a school (details supplied); and if she will make a statement on the matter. [9988/24]

Written answers

Minister for Education

The School to which the Deputy refers initially submitted an application for funding under the Emergency Works Scheme (EWS) for the replacement of windows and doors, and the construction of walls for same, the provision of fire-rated internal doors, partitions & glass, and the replacement of an exposed oil line underground. This application was refused as it was applying for a number of different works under one category.

The School subsequently submitted a new application for the provision of fire rated internal doors and glazing to meet current legislative requirements. This was approved by the EWS team in November 2023 but no drawdown request from the school has been received yet.

At the same time the school submitted a separate Emergency Works Application (No. 3373) for the provision of external windows & doors with demand control ventilation, and the replacement of the exposed oil pipe with PVC coated copper line to be placed underground. This was refused as the EWS operates on the basis of a minimal scope of works and the school was advised that the proposed scope of works should be scaled back and a revised Itemised Cost Breakdown should be submitted.

Finally the school submitted another (EWS) application which was refused as it was a duplicate of application 3373. This may have caused confusion regarding the status of EWS application 3373, which is still live and my Department is currently awaiting receipt of a revised scope of works and ICB. My Department's EWS team will engage with the school in respect of this issue to clarify the position.

Schools Building Projects

Questions (267)

John McGuinness

Question:

267. Deputy John McGuinness asked the Minister for Education if an application under the emergency works scheme at a school (details supplied) will be expedited and approved. [9998/24]

Written answers

Minister for Education

The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for funding for the demolition of the existing front boundary wall and the provision of a new boundary wall. These defects do not fall under the remit of the EWS and are more appropriate to the Summer Works Scheme (SWS). The EWS will however, fund repair works to address any Health and Safety issues related to the existing boundary wall. The school has been advised that the EWS application can be revised to reflect repairs to the existing boundary wall in the interim.

Special Educational Needs

Questions (268)

Eoin Ó Broin

Question:

268. Deputy Eoin Ó Broin asked the Minister for Education what efforts are being made by her Department to ensure a special school place is available for the 2024/2025 school year to a person (details supplied); and if she will make a statement on the matter. [10004/24]

Written answers

Minister of State at the Department of Education

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.

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 have been 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 Meath, Kildare, Wexford 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.

Of these 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level. The vast majority of these classes are autism classes and have a teacher/student ratio of 1:6.

Planning for special classes and special school places in Co. Dublin and nationwide is currently underway ahead of the 2024/25 school year.

As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes

My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Schools Building Projects

Questions (269)

John McGuinness

Question:

269. Deputy John McGuinness asked the Minister for Education if she will outline the status of an application (details supplied) for a construction project; the stages for such applications; the timeframe involved; and if she will make a statement on the matter. [10006/24]

Written answers

Minister for Education

I can confirm to the Deputy, that the school in question has submitted applications under my Department's Additional School Accommodation Scheme (ASA) and the applications are currently being assessed.

The department received an application for amalgamation in October 2016. The school was given final approval for the amalgamation on 20th March 2018 with the only capital implication of the amalgamation being the reconfiguration of the existing toilets in both schools in order to cater for co-educational use as the school was to continue to operate on the two existing school sites.

The department received an application for major capital works in 2023 from the school in question for a new 8 classroom build to accommodate their amalgamation. Officials in my Department have corresponded with the school in relation to additional information requested for this application.

Subsequently the school have recently submitted an application in 2024 to provide for reconfiguration of existing accommodation to provide for a Special Education classroom and this application is currently being assessed.

An ASA application generally goes through the following steps with reviews taking place at points in the process. It is not possible to indicate a timeframe for each step given the number of factors and stakeholders involved:

1. Pre-Assessment : Before the application can proceed to assessment there are checks carried out to ensure all relevant documents have been submitted.

2. Assessment : The application is assessed by the responsible officer which involves compiling information on the school in question, the school planning area, other schools within the school planning area, special education needs within the area and demographics. At this point further information may be sought from the school.

3. Decision Made : The completed application passes to the manager of the responsible officer who makes a decision on the assessment.

4. Brief : The decision on the application is communicated to the school and a brief issues to the school for agreement. Further consultation may be required at this stage if agreement is not reached on the brief proposed.

5. Closed : When the brief is agreed by the school, the responsible officer forwards the brief to the Department's Technical team for project typing and costing. When this is complete the project is handed over to the Department's delivery team.

The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.

At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.

The department's focus is on the most critical needs for the next school year. In the context of making the most effective use of our capital allocation, and mindful of climate action goals, officials in my department are working to ensure that all school accommodation capacity is being maximised in individual schools and across all schools in each school planning area.

It is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible. This includes ensuring that all school accommodation is being utilised as efficiently as possible, and that priority is given to the use of accommodation for classroom purposes, either to meet mainstream or special educational needs. This analysis is forming part of the Department’s current assessment process.

The applications for this school are being considered in this context and the department is working to get a decision communicated to the school as soon as possible.

State Bodies

Questions (270)

Richard Boyd Barrett

Question:

270. Deputy Richard Boyd Barrett asked the Minister for Education if she is aware that a State funded event (details supplied) is issuing consent forms to parents of children participants and attendees which states that the consent form is for filming and photography with wide usage allowed for third parties of which include commercial and non-commercial partners; and if she will make a statement on the matter. [10027/24]

Written answers

Minister for Education

I would like to inform the Deputy that where students feature in videos/photos produced and used by my department, consent forms are completed by both the student and the parent/guardian.

While the Department provides funding for this event, it is not directly involved in its organisation. The Department serves as one of the sponsors, contributing financial support to facilitate its success. However, the organising and management of the event are handled independently by the organisers, ESB Science Blast. The Department's sponsorship reflects its commitment to supporting STEM initiatives.

To support the Science Blast/RDS Child Safeguarding Policy, a consent form/guidance note for Science Blast was created under the expert guidance of Barnardos. A full risk assessment was also performed on the Science Blast programme. In addition, all adults/staff attending Science Blast are subject to strict rules of attendance and Garda Vetting, as required by law.

In addition to the consent form the RDS put parents on notice that unrelated, third-party media will be present so that parents can make a fully informed decision about the participation of their children in the event.

The RDS Child Safeguarding Policy is published on the Science Blast and RDS websites.

Special Educational Needs

Questions (271)

Pearse Doherty

Question:

271. Deputy Pearse Doherty asked the Minister for Education if her Department received an email from this Deputy dated 14 February 2024 (details supplied); and if she will make a statement on the matter. [10028/24]

Written answers

Minister of State at the Department of Education

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.

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 have been 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 Meath, Kildare, Wexford 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.

Of these 18 are in Donegal, 11 at primary and 7 at post-primary level. This brings to 115 the number of special classes in County Donegal, 68 at primary level and 47 at post-primary level.

Planning for special classes and special school places in Co. Donegal and nationwide is currently underway ahead of the 2024/25 school year.

In relation to the school referred to by the Deputy, the NCSE has advised my department that the school has expressed an interest in opening a special class.

The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.

Upon assessing the needs in the local area, the NCSE identified that there are schools in the neighbouring vicinity with available special class vacancies. The NCSE acknowledge that circumstances may change, and they are committed to ensuring that both the parents and the school receive the necessary advice and support.

The local special education needs organisers (SENOs) remain available to provide advice and support to the parents and the school.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list

Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes

My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Questions (272)

Paul Murphy

Question:

272. Deputy Paul Murphy asked the Minister for Education in relation to circular 0002/24 issued by the Department on 6 February 2024, which proposes to eliminate the category of “complex educational needs” from consideration when allocating special education teacher (SET) hours, if she will ensure that this proposed change is withdrawn given the negative impact potentially revoking access to the educational setting appropriate to their needs can have on children (details supplied); and if she will make a statement on the matter. [10030/24]

Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question.

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.

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.

As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.

The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools. All schools received their full allocations, including the SET allocations, for the next school year, on 6th February 2024.

A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.

The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.

The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.

The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.

To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school and future data from the CDNT will not be used as a value in the model. This is being done by reapportioning this value at individual school level across the remaining pillars with an emphasis on the Literacy and Numeracy category which demonstrates where additional teaching supports are required. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.

I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.

For 2024/25 there will be 14,600 SETs – double the figure from 2014 and an increase of 1,000 from the 2020/21 school year.

Furthermore the SET model is an allocation model to provide schools with additional teaching supports to support the learning needs of students. I want to assure you that the guidance to schools on the proper deployment and usage remains unchanged and that schools must deploy their SET resources in line with the Continuum of Support. The guiding principle of the continuum is that SET resources usage and deployment continues to be that the student greatest level of need should receive the greatest level of support.

I would be the first to acknowledge that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that the review process has been streamlined for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.

School Admissions

Questions (273)

John Brady

Question:

273. Deputy John Brady asked the Minister for Education to provide an update on the allocation of a secondary school place for a student (details supplied) who is currently without a school place; and if she will make a statement on the matter. [10073/24]

Written answers

Minister for Education

In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.

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 will 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. However, this may result in some pupils not obtaining a place in the school of their first choice.

All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The 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.

As part of planning for September 2024, data on applications for admission has been received by the Department from post-primary schools across areas of enrolment pressure, including in Greystones, and updated data on offers and acceptances continues to be received as admissions processes transact. The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. However, there is an identified requirement for additional first year places in the Greystones area and the Department has been liaising with schools and patrons in this respect.

My Department is aware that a number of students did not initially receive an offer of a first year place in post primary school in Greystones for the 2024/25 school year and identified a requirement for further increased provision at schools to meet this need.

Following consultation, Greystones Community College have recently agreed to increase their first year intake by 2 classes. This will increase available capacity by over 50 first year places. There will be further clarity very shortly regarding further additional provision in the area.

Schools Building Projects

Questions (274)

John Brady

Question:

274. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied); and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence. [10074/24]

Written answers

Minister for Education

The permanent building project referred to by the Deputy, will deliver a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs. The project is being delivered under my Department’s Design and Build programme and is currently at tender stage.

The Invitation to Tender for the project issued in April 2023, as part of a bundle of projects for 10 schools issued to my Department's Framework of Design and Build Contractors. Given the scale of works involving new purpose-built accommodation for 10 schools, some of which are on campus sites, the tender process involves a very large volume of documentation and drawings and takes circa 12 months. Tender returns have been received and the analysis and review is at an advanced stage.

My Department is very conscious of the importance in getting these projects, including the project referred to by the Deputy, delivered as quickly as possible.

Once a contractor has been appointed, it is anticipated that construction will commence shortly thereafter. The construction duration for the project is estimated at some 65 weeks.

My Department will continue to keep the school and its patron body updated as the project progresses.

Schools Building Projects

Questions (275)

John Brady

Question:

275. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence. [10075/24]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.The project is currently at Stage 2b (planning) of the architectural process. A planning application was lodged with Wicklow County Council and planning permission was granted in Quarter 4 2022.

When Stage 2b has been finalised and approved, the next stage is tendering for a contractor and then onwards to construction in due course.

The NDFA as the devolved delivery body, will continue to engage directly with the school authority to keep it informed of progress.

Schools Building Projects

Questions (276)

John Brady

Question:

276. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence. [10076/24]

Written answers

Minister for Education

The Major Building Project for the school referred to by the Deputy is currently at an advanced stage of architectural planning -Stage 2(b) – Detailed Design, where the design team secure all statutory approvals and prepare the suite of tender documents.

The Planning Application was lodged in September 2023 and the applications for Fire Safety Certification and Disability Access Certification were submitted in November 2023. The Board of Management and its Design Team received a Request for Further Information in respect of the Planning Permission application from the local authority, which was responded to earlier this month. The School Authorities and its Design Team are currently awaiting the local authority’s decisions in relation to all statutory approvals.

In tandem, the design team are completing work on the Stage 2(b) submission, to be forwarded to my Department for review.

Upon receipt, review and approval of the Stage 2(b) submission, the Department will inform the School Authorities and their Design Team of the progression of the major project to the next stage of Architectural Planning – Tender Award.

Until the statutory approvals have been secured, it is difficult to advise a timeframe for this project to progress to tender and construction stages.

Schools Building Projects

Questions (277)

John Brady

Question:

277. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence. [10077/24]

Written answers

Minister for Education

The project to which the Deputy refers, is devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB). The large scale project provides for an extension to the existing school, the demolition of a section of the building and the refurbishment of some of the existing buildings.My Department approved a submission from the school authority to increase the original brief in the context of a significant increase in projected new enrolments in the area. This allowed for a project to cater for a 1,000 pupil school plus 6 special education needs classes.A planning application was submitted to Wicklow County Council who have requested further information, which the Design Team are currently in the process of procuring the additional surveys requested. KWETB will submit the Stage 2b report for review once the necessary statutory planning permissions have been obtained.At this stage, it is not possible to provide an accurate timeline for the project. KWETB will continue to engage directly with the school authority to keep it informed of progress.

Schools Building Projects

Questions (278)

John Brady

Question:

278. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence.; and if she will make a statement on the matter. [10078/24]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.The project is currently at Stage 2b of the architectural process. A planning application was lodged with Wicklow County Council and planning permission was granted in Quarter 1 2024.

When Stage 2b has been finalised and approved, the next stage is tendering for a contractor and then onwards to construction in due course.

While at this early stage it is not possible to provide a timeline for completion of the projects, the NDFA will be engaging directly with the school authorities to keep them informed of progress.

Schools Building Projects

Questions (279)

John Brady

Question:

279. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence. [10079/24]

Written answers

Minister for Education

The project to which the Deputy refers is part of a school campus project at Kilbride, Co. Wicklow. It has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).

I am pleased to inform you that the pre-qualification process for the project is underway and once complete and following Departmental approval, KWETB will continue with the tender process for appointing a contractor and onwards to construction in due course.

It is not possible at this time to give a date for the commencement of the project on site, but KWETB will be engaging directly with the school authority to keep it informed of progress in this respect.

Schools Building Projects

Questions (280)

John Brady

Question:

280. Deputy John Brady asked the Minister for Education to provide an update on the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at, and when it is anticipated that building works will commence. [10080/24]

Written answers

Minister for Education

The project to which the Deputy refers is part of a school campus project at Kilbride, Co. Wicklow. It has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).

I am pleased to inform you that the pre-qualification process for the project is underway and once complete and following Departmental approval, KWETB will continue with the tender process for appointing a contractor and onwards to construction in due course.

It is not possible at this time to give a date for the commencement of the project on site, but KWETB will be engaging directly with the school authority to keep it informed of progress in this respect.

Schools Building Projects

Questions (281)

John Brady

Question:

281. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently; at and when it is anticipated that building works will commence. [10081/24]

Written answers

Minister for Education

The project for this school referred to by the Deputy requires the provision of a new permanent site and I am please to confirm that contracts have been signed for the acquisition of a suitable site. The acquisition is subject to the successful grant of planning permission for the school as well as Phase 1 of the proposed residential development.

The project brief is currently being developed and my Department will be liaising with the school patron when this process has been completed. Given the various stages of planning required, including statutory approvals, it is not possible to give a timeframe for the commencement of construction for this project at this time.

Schools Building Projects

Questions (282)

John Brady

Question:

282. Deputy John Brady asked the Minister for Education the status of a building project for a school (details supplied), and to confirm at what stage matters are currently at; and when it is anticipated that building works will commence. [10082/24]

Written answers

Minister for Education

The site identification and assessment exercise for the school referred to by the Deputy is ongoing and a potential property has been identified.

An architectural consultant has been appointed to commence an assessment of this potential property.

Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.

The Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body and school community updated.