Written Answers Nos. 213-222
213. Deputy Ged Nash asked the Minister for Enterprise, Trade and Employment when the increased cost of business grant will be paid out to eligible businesses; how the scheme will be administered; and if he will make a statement on the matter. [11243/24]
View answerThe Increased Cost of Business Grant will mainly provide support to many small and medium enterprises operating from rateable premises. A total of €257m has been allocated for the purposes of the grant.
The administration of the Increased Cost of Business Grant (ICOB) will be undertaken in accordance with a Service Level Agreement (SLA) between the Department of Enterprise, Trade and Employment and the Local Authorities. This SLA will cover the delivery, funding, and oversight arrangements for the grant scheme. The details of this SLA have been finalised and agreed with the Local Authorities.
The Local Authorities will be carrying out the administration of the ICOB grant and it is intended that eligible ratepayers will begin to receive payment early this year. It is not intended that there be a formal application process, rather it is intended that qualifying businesses will be contacted directly by the local authorities. The grant scheme has been set up in this way so as to ensure that the scheme is accessible to smaller businesses, who may have had difficulties availing of previous schemes. Local Authorities are in the process of setting up a system in order to pay out this grant and will write to businesses in the coming weeks.
Once contacted by their Local Authority, it will then be up to businesses to choose to participate in the scheme, subject to the eligibility criteria. Businesses must verify through self-declaration their eligibility to the Local Authority on the basis of satisfying the following conditions:
- The business is a commercially trading business operating directly within a premises that is commercially rateable by a Local Authority.
- The business has provided confirmation of its bank details to the respective Local Authority.
- The business is rates compliant, including those businesses with a phased payment arrangement in-place.
- The business is tax compliant, and in possession of a valid Tax Registration Number.
While the ICOB is not intended to directly compensate for all increases in wages, or other costs, for every business, it is expected the once-off relief will provide a welcome cash injection of up to €5,000 for many small businesses across the country. It is important to note that the ICOB grant does not constitute a commercial rates waiver and all firms should continue to pay their commercial rates as normal. Furthermore, vacant premises are not eligible for the scheme.
To ensure that the smallest firms see the greatest benefit, the grant will be paid at a rate of half the enterprise’s 2023 commercial rates bill, for firms paying up to €10,000 in rates. For those paying between €10,000 and €30,000 in rates, they will receive a grant of €5,000. This further ensures that smaller premises receive a higher proportional grant.
214. Deputy Seán Canney asked the Minister for Education if he will instruct Bus Éireann to abolish its rule not to allow private bus operators who are contracted to Bus Éireann not to have drivers over 70 years of driving business on the contracted services in light of the scarcity of skilled drivers; and if she will make a statement on the matter. [11403/24]
View answerThe 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.
Bus Éireann operates the school transport scheme on behalf of the Department of Education. The purpose of the scheme is to provide transport for children living remotely from their nearest school. Safety is a core value for Bus Éireann and is its first priority in all operations.
While over 90% of services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on over 7,000 school routes. This includes vetting and background checks.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to road passenger services.
Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review. Bus Éireann and Department officials meet regularly to discuss operational and policy matters.
215. Deputy Noel Grealish asked the Minister for Education the current status of the provision of a second modular classroom for a school (details supplied); when this second modular classroom will be completed; and if she will make a statement on the matter. [11208/24]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme issued to the school in question for the provision of a 1 x 100m2 Special Educational Needs (SEN) classroom.
Kerrigan Sheanan Newman Construction Consultants (KSN) has been appointed, from the Department’s Framework, to design and tender the project. This consultant is leading the project through the various stages of planning process and construction. However, the wider context in relation to the overall modular market at present is challenging with modular accommodation suppliers being very busy across commercial, housing and other sectors. The Department is working closely with the Project Management teams and the modular accommodation suppliers to ensure additional capacity for the schools sector is delivered as quickly as possible.
The Department has been assured by the relevant project manager for the school in question that regular communication with the school authority is ongoing. The project management company have confirmed that bad weather had a significant impact on the expected time of delivery. The school body have been made aware of the current status by the project management company. The project is currently onsite with an expected completion date of mid March.
The School Authority has devolved responsibility for delivery of this project.
216. Deputy Aodhán Ó Ríordáin asked the Minister for Education due to an expressed preference for a non-religious secondary school in the Dublin 8 area, if any discussions have taken place with existing schools regarding divestment. [11220/24]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
These new arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
A new co-educational, multi-denominational post primary school under the patronage of Educate Together was established to serve the Dublin 8 school planning area, along with Dublin 2, Dublin 4, Dublin 6 and Clonskeagh School Planning Areas as a regional solution. In 2018, the school opened in interim accommodation and will provide for a 1,000 pupil school when complete. This new school will provide more choice to the pupils in the Dublin 8 School Planning Area.
Since 2011, 103 new primary and post-primary schools have been established for demographic reasons, 97 of which have a multi-denominational ethos.
The Schools Reconfiguration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local families, has been developed in order to accelerate the delivery of multi-denominational primary schools across the country.
The voice of the parent and school community is important in the context of a decision to change to a multi-denominational ethos. The school patron is responsible for decisions on transfer of patronage. It is possible for any school to transfer patronage, for example, a school patron may transfer patronage of a denominational (religious) school to a multi-denominational patron. School communities who wish to explore the potential to transfer patronage should contact their school patron in the first instance.
217. Deputy Aodhán Ó Ríordáin asked the Minister for Education what additional investment is planned for schools in the Dublin 8 area to facilitate more students and expand subject choice. [11221/24]
View answerFor school planning purposes, the Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose.
Additionally, Project Ireland 2040 population and housing targets inform the Department's projections of school place requirements.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places in the Dublin 8 School Planning Area is kept under on-going review. Additionally, the Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements.
Since 2020, the 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, of which 5 are in the Dublin 8 area.
Construction is currently underway at approximately 300 other projects, of which 3 are in Dublin 8. Of these 300 projects 33 are new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also close to 90 projects currently at the tender stage. These projects include 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.
The range of subjects to be offered in the Junior Cycle programme and Leaving Certificate programme in individual schools will vary in accordance with the teaching resources in the school and the needs and interests of the students and is a matter for school management authorities.
At Junior Cycle students generally study eight to ten subjects with English, Irish and Mathematics and History being required. Students may choose up to six further optional subjects, depending on whether or not they are studying short courses in addition to subjects.
Under the Rules and Programmes for Secondary Schools, the approved course of study for students following the established Leaving Certificate must include not less than five subjects from among the range of approved curricular subjects one of which must be Irish.
As part of Senior Cycle Redevelopment, I want to enable students to follow a broad curriculum that develops their interests and skills and supports them in their next phase of life: higher education, further education and training, apprenticeships, and the world of work.
The Senior Cycle Redevelopment programme will examine subject choice at Senior Cycle to understand and address the enablers and barriers to providing increased subject choice for students in all schools.
218. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her Department will conduct a review of school subject choice available to pupils in the Dublin 8 area, and what work can be done by her Department to ensure pupils have access to a full range of higher and ordinary subjects. [11222/24]
View answerThe range of subjects to be offered in the Junior Cycle and Leaving Certificate programmes in individual schools will vary in accordance with the teaching resources in the school and the needs and interests of the students and is a matter for school management authorities.
At Junior Cycle, students generally study eight to ten subjects with English, Irish and Mathematics and History being required. Students may choose up to six further optional subjects, depending on whether or not they are studying short courses in addition to subjects.
Under the Rules and Programmes for Secondary Schools, the approved course of study for students following the established Leaving Certificate must include not less than five subjects from among the range of approved curricular subjects, one of which must be Irish
As part of Senior Cycle Redevelopment, I want to enable students to follow a broad curriculum that develops their interests and skills and supports them in their next phase of life: higher education, further education and training, apprenticeships, and the world of work.
The Senior Cycle Redevelopment programme will examine subject choice at Senior Cycle to understand and address the enablers and barriers to providing increased subject choice for students in all schools.
219. Deputy Paul McAuliffe asked the Minister for Education to provide an update on a new school building (details supplied); and if she will make a statement on the matter. [11277/24]
View answerThe permanent school building project for the school referred to by the Deputy is part of a shared educational campus development which will deliver two new 1,000 pupil post-primary schools and a new 8 classroom primary school and accommodation, including 14 classrooms, for children with special educational needs.
The project will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The Programme Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of multi-disciplinary design team consultants.
It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will keep the schools and their patron bodies informed of the progression of this campus project and in relation to interim accommodation pending delivery of the permanent accommodation for the schools.
220. Deputy Steven Matthews asked the Minister for Education the position regarding the new school building for (details supplied); if a timeline for its completion can be provided; and if she will make a statement on the matter. [11288/24]
View answerThe site identification and assessment exercise for Educate Together Secondary School, Wicklow Town is ongoing and a potential property has been identified.
An architectural consultant has been appointed to commence an assessment of this potential property.
I wish to assure you that the provision of a permanent location for this school is a priority for the Department.
Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.
221. Deputy Catherine Murphy asked the Minister for Education the date on which she last issued a circular to school principles and BOMs at primary and secondary school level in respect of group messaging services used by students to communicate regarding official school activities and non-school activities. [11359/24]
View answerIn November 2020, circular 0074/2020 issued to all schools advising school principals of the requirement to put in place appropriate contingency measures, to include a Communication and Learning Platform, to ensure that there would be continuity of teaching and learning in the event of a full or partial school closure. While those circumstances are no longer envisaged, such platforms remain relevant to assist in the meaningful, mediated usage of digital technology in teaching and learning, and to facilitate school administration and communication. Decisions as to the specific platforms to implement are a matter for the management of each school, to reflect their own requirements and environment.
Extensive support and advice for teachers and schools to assist in the embedding of digital technologies in teaching and learning is made available through my Department’s support service, Oide (formally the Professional Development Service for Teachers (PDST)) and its Technology in Education team at Online Learning - Oide Technology in Education .
This resource includes information on popular communication and learning platforms, digital tools and resources, video conferencing, webinars to support and inspire teachers to identify good practice and a dedicated online course for teachers for remote learning. The Department’s Education website www.scoilnet.ie also contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the continuity of learning in the remote environment.
In addition, to other relevant school policies including the Disciplinary Policy and In line with having such a communications platform in place, all schools are expected to have an Acceptable Use Policy (AUP) in place that sets rights, privileges, responsibilities and sanctions associated with the use of the internet for school purposes including the use of smart phones and personal devices. The Policy is drawn up by school leaders, teachers and management and generally in consultation with parents. Supports for schools on the drawing up of this policy are available on webwise.ie
The Digital Strategy for Schools to 2027, promotes the development of digital literacy in our young people and the importance of respectful online communications. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
222. Deputy Alan Kelly asked the Minister for Education how many ASD units there are in Tipperary primary and post primary schools; and if she will list their locations. [11370/24]
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 and 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 14 are in County Tipperary, 5 at primary and 9 at post-primary level. This brings to 120 the number of special classes in Tipperary, 76 at primary level and 44 at post-primary level. The vast majority of these classes are autism classes and have a teacher/student ratio of 1:6.
The attached document provides a breakdown of autism classes at primary and post-primary level in County Tipperary. Planning for special classes and special school places in Tipperary and nationwide is currently underway ahead of the 2024/25 school year.
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.
