Helen McEntee
Ceist:153. Deputy Helen McEntee asked the Minister for Education and Skills if a site for a school (details supplied) in County Meath has been confirmed. [45529/15]
Amharc ar fhreagraSchools Building Projects Status
Ceisteanna (153)
Freagraí scríofa
I can confirm for the Deputy that the building project for the school in question will be constructed on the school's existing site. The project is currently at an early stage of architectural planning and the stage 1 initial sketch design report was recently furnished to my Department for review. Upon completion of this review and subject to no issues arising, the project will be authorised to complete stage 2(a) which is the developed design stage, including the preparation of documentation to lodge for statutory approvals.
Schools Building Projects Status
Ceisteanna (154)
Noel Coonan
Ceist:154. Deputy Noel Coonan asked the Minister for Education and Skills the number of stages involved in the construction of a school building from pre-start to finish; the details of what each stage entails; and if she will make a statement on the matter. [45540/15]
Amharc ar fhreagraFreagraí scríofa
The stages of architectural planning referred to by the Deputy arise from my Department's design team procedures for the procurement of major capital projects. These are necessary to comply with Department of Finance guidelines which require that capital projects be fully designed prior to going to tender. They also ensure proper cost management of capital projects and facilitate compliance with statutory and public procurement requirements. At present, there are five stages involved in the delivery of major school projects which reflects the Capital Works Management Framework developed by the Department of Finance. The stages are as follows:Stage 1 - Preliminary Stage 2 - Design (which is divided into Stage 2a - Developed Sketch Scheme and Stage 2b - Detailed Design)Stage 3 - Tender Action, Evaluation and Award Stage 4 - Construction Stage 5 - Handover of Works and Final Account. An extract from my Department's Design Team Procedures detailing each project stage is set out below for the Deputy's information. The fully detailed Design Team Procedures are available on my Department's website at www.education.ie.
Stage 1 Preliminary Design
The Design Team objectives for Stage 1 Preliminary Design are to:
Review all information provided whether as part of the Project Brief or otherwise and satisfy themselves that the project is viable.
Establish and analyse all site factors and constraints which may impact on the location for the proposed works and the design and cost implications of each viable option/location.
Where the project is in part or in total the repair/replacement of a building element(s), or a refurbishment project, to fully determine the scope and extent of the works necessary.
Exclude impractical and unviable options/locations, collaboratively explore and assess the remaining options/locations available for meeting the project brief, and demonstrate by comparison with the other options, that the recommended option achieves an acceptable balance between the design (architectural, engineering and health & safety), educational, and economic requirements of the project.
For details of the Stage 1 requirements refer to DTP2012 - Preliminary Design Stage 1 (available at www.education.ie).
These requirements are summarised as follows:
Immediately on appointment (within 2 weeks of appointment) the Design Team Leader is required to prepare a draft Detailed Project Programme
Concurrently the Design Team should start its site investigations and preparatory design work.
Having prepared a detailed project programme and satisfied himself/herself that the work necessary for a meaningful meeting will be completed in time, the Design Team Leader should agree a date for a Pre-Stage 1 meeting (through the appropriate Department Officer).
The purpose of the Pre-Stage 1 meeting between the relevant Department officials, Client and Design Team is to review and agree the design options and issues as well as to discuss and agree the project programme in order to permit the project to proceed without delays.
At the Pre-stage 1 meeting a preferred option will normally be agreed (See DTP2012 - Preliminary Design Stage 1 for further details).
The preferred option should now be developed taking into account any issues raised.
Once the design has been developed as above, the Design Team needs to prepare a Stage 1 (summary) Report as set out in DTP2012 - Preliminary Design Stage 1.
The Design Team should now consult with the Client and agree the final Stage 1 proposals and Stage 1 (summary) Report prior to proceeding to the next stage.
This Summary Report should also be forwarded to the Department together with the Stage Completion Certificates (for fee payment and audit/record purposes only not for “approval”).
The Design Team are not authorised to proceed to Stage 2a unless they are satisfied that the project complies with the brief, is in accordance with the recommendations made at the Pre-Stage 1 meeting and can be constructed safely within the area and cost limits.
Stage 2a Developed Design
The Design Team objectives for Stage 2a Developed Design are to:
Develop the design and accurately cost plan the option agreed with the Client to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals.
Details of the Stage 2a requirements are set out in DTP2012 – Developed Design Stage 2a (available at www.education.ie).
These requirements are summarised as follows:
As soon as the Design proposals and Stage 1 Report have been signed off (in writing) by the Client, the Design team should proceed to Stage 2a.
The Developed Sketch Scheme should evolve from these Stage 1 design proposals and must not vary substantively in design, form, layout or area. The Design Team needs to consider all aspects of the developed design in an integrated manner and shall comply with the written brief (and any authorised amendments), the agreed Schedules of Accommodation, the approved cost limits, and Design Guidelines.
Having satisfied themselves that the Design Team members can complete the work necessary for a Stage 2a meeting in time, the Design Team (through the Design Team Leader) should confirm the date and time set for a Stage 2a Stakeholder meeting, or if necessary arrange an alternate date.
The Design Team shall comply with all Stage 2a requirements as set out in DTP2012 – Developed Design Stage 2a and DTP-2012 Cost Control Procedures including pre-planning consultations and the preparation of a Stage 2a (Summary report).
On completion of Stage 2a, and prior to client consultation, the Design Team should be satisfied that the design proposals (agreed at Pre-Stage 1) as developed, can be constructed safely within the area and cost limits agreed.
The purpose of the Stage 2a meeting is to present the design proposals, cost implications and any other relevant issues to the relevant Department officials and client for discussion and comment.
The Client and their Design Team should ensure that sufficient information is available to fully explain the developed design, and should have copies of the relevant information available for distribution at the meeting.
The Design Team will also confirm the date for completion of Stage 2b.
The developed design proposals should now be amended to take into account the comments of the client and Department. The Design Team should then consult with the Client and agree the revised Stage 2a proposals and Report prior to proceeding to the next stage.
Stage 2b Detailed Design
The Design Team objectives for Stage 2b Detailed Design are to:
obtain all statutory approvals,
prepare a set of fully detailed Tender Documents, and
prepare an accurate pre-tender cost check/plan.
Details of the Stage 2b requirements are set out in DTP2012 – Detailed Design Stage 2b and DTP-2012 Preparation of Tender Documents (available at www.education.ie).
These requirements are summarised as follows:
As soon as the developed design proposals have been completed and signed off (in writing) by the Client, the Design team should proceed to Stage 2b.
Any Brief Changes (e.g. abnormal costs arising from planning conditions) should be agreed prior to completion of the tender documents. [Amendments to the brief, area limits, cost limits or application of the guidance, not confirmed in writing by the Department, are not authorised changes and have no validity.]
Where the Restricted Procedure will be used for the appointment of Contractors, the Design Team and Client should seek such authorisation not less than 60 days before the anticipated completion date for Stage 2b.
On completion of Stage 2b, the Design Team (through the Client) should write to the Department confirming that Stage 2b has been completed in accordance with the brief (including any authorised brief changes) and requesting authorisation to proceed to tender.
A copy of the Tender Documents (Volumes properly bound, labelled and paginated) and the pre-tender cost check/plan should be included (for record purposes only). The Form of Tender, Contract Schedules, Instructions to Tender and Cost Check/Plan must be in hard copy. The Works requirements and Pricing Documents should be in electronic format (i.e. as a CD). All documentation should be under cover letter from the Project Leader and list each enclosure.
The Design Team should consult with the Client explaining to the Client what is included and what is not included in the documents and get written sign-off to the Tender Documents and Cost Plan.
The written authorisation of the Department is required prior to commencing Tender Action
On receipt of Departmental authorisation, the Design Team should proceed directly to tender.
Stage 3 Tender Action
Details of the Stage 3 requirements are set out in DTP2012 – Tender Action Stage 3 (available at www.education.ie).
These requirements are summarised as follows:
Once the Design Team has written sign-off from the Client and written authorisation to proceed to tender from the Department, the Design team should proceed immediately to Stage 3.
Where the Restricted Procedure is being used the Design Team will have completed the pre-qualification process and issued de-briefing letters.
Tenders should be evaluated on the basis of the lowest Comparative Cost of Tender. No quality criteria shall apply.
On completion of the examination of the tenders, the Design Team are required to prepare a preliminary report as set out in DTP2012 – Tender Action Stage 3.
The written authorisation of the Department must be obtained before issuing (a) a Letter of Intent and (b) a Letter of Acceptance.
Once all the contract preconditions in the letter of intent have been met and the Department has given written authorisation to proceed to Contract, a Letter of Acceptance can be issued. This forms the contract and is the date for the calculation of the Contract Period.
Stage 4 Construction
Details of the Stage 4 requirements are set out in DTP2012 – Construction - Stage 4 and DTP-2012 - Cost Control Procedures (available at www.education.ie).
These requirements are summarised as follows:
All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget.
The Design Team Leader (usually the Architect) is the Employer’s Representative [ER].
The ER is responsible for all progress reports.
The ER does not have the authority for any breaches to the specified limitations and is responsible for any costs arising there-from. (The ER’s authority is set out in the Conditions of Engagement and the Schedule to the building Contract.)
No Client requested change shall be permitted (whether within the ER’s authority or not) without prior Department authorisation.
Overall cost control during construction is co-ordinated by the Design Team’s Quantity Surveyor in consultation with the other members of the Design Team and in particular the ER.
Interim Certificates based on the QS’s recommendations (backed by advice from the other Design Team members where appropriate) are issued by the ER to the Contractor, and in turn by the Contractor (Original Certificates only), through the Client, to the Department for payment. There is no provision for the separate identification of amounts due to sub-contractors.
Contractor Claims shall be dealt with promptly in accordance with the Conditions of Contract. The ER should seek a monthly update on claims pending and should deal with any claims reasonably and fairly.
Performance assessment on cost control will be carried out jointly on the Design Team.
Stage 5 Handover and Final Account
Details of the Stage 5 requirements are set out in DTP2012 – Final Account - Stage 5 and the DTP-2012 Cost Control Procedures (available at www.education.ie).
These requirements are summarised as follows:
The Design Team individually and collectively are required to effectively manage the Project, and with the co-operation of the Contractor achieve a satisfactory standard of Construction, achieve Substantial Completion of all elements of the Project by the Contract Section/Phase handover dates and overall Contract Completion Date. Substantial Completion Certification must only issue in accordance with the terms of Contract i.e. all elements of work are substantially completed.
The Project Supervisor Design Process must arrange for the provision of two copies of the completed Safety File, one copy for the Client and one for the Occupier (i.e. the School principal).
Prior to hand over of the building/or part(s) thereof the Design Team shall explain the Design Concept to the occupiers so that maximum benefit can be gained from the facilities provided. They are also required to explain to the Client how to operate and maintain the building and its engineering services systems at optimum efficiency with particular emphasis on safety and energy conservation.
Under the Public Works Contracts the period for agreeing the Final Account is a maximum of 5 months. This comprises a maximum period of 2 months for the receipt of a Final Statement and a further 3 months to issue the penultimate certificate.
Refer to DTP-2012 Cost Control Procedures for the applicable cost control procedures.
The ER does not have the authority to issue Change Orders after the receipt of the Final Statement.
On completion of the Defects Period, the Client, the School Authorities, and the Design Team shall agree and confirm in writing to the Department (through the Client) that the work is complete and all defects have been corrected within this period. The final certificate can now be issued.
On completion of the Defects Period, (having agreed with the Client that all defects have been rectified), the Design Team are required to submit a Final Project Report to the Client (and through the Client to the Department).
A full set of final construction drawings shall be issued to the Department for record purposes (see DTP2012 – Final Account - Stage 5) with a final construction Schedule of Areas fully reconciled to the Brief.
Performance assessment on quality of service (post substantial completion) and cost control will be carried out jointly on the Design Team.
Special Educational Needs Service Provision
Ceisteanna (155)
Charlie McConalogue
Ceist:155. Deputy Charlie McConalogue asked the Minister for Education and Skills if additional special needs assistant hours will be allocated to a school (details supplied) in County Kildare, given that an increased number has been added to the list of children with access to a special needs assistant; and if she will make a statement on the matter. [45552/15]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating Special Needs Assistants (SNAs) to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support, which is set out in my Department's Circular 0030/2014. All schools were asked to apply for SNA support for the 2015/16 school year by 18th March 2015. The NCSE has also continued to accept applications after this date in recognition that enrolments may not have been completed or where assessments were not completed. The NCSE has now published details of SNA allocations for schools for September 2015 on its website at www.ncse.ie. Once allocated, the deployment of SNAs within schools is a matter for the individual Principal/Board of Management. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. Details of the manner in which a school or parent may appeal the level of SNA or resource teaching allocation which has been made to support a child in school, to the NCSE, is set out on the NCSE website. All schools have the contact details of their local SENO, while Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available the NCSE website. As this question relates to a specific school, I will arrange to have the matter referred to the NCSE for their attention and direct reply to the Deputy.
Student Grant Scheme Applications
Ceisteanna (156)
John Lyons
Ceist:156. Deputy John Lyons asked the Minister for Education and Skills if she was aware of a person (details supplied) who was refused a grant from Student Universal Support Ireland on the grounds of insufficient documentation in regard to independent living when the person was entitled to a back-to-education allowance and satisfied the Department of Social Protection's rules for independent living; why the person was refused, given the person's compliance with all requests for documentation; and if she will make a statement on the matter. [45574/15]
Amharc ar fhreagraFreagraí scríofa
When considering whether a student meets the conditions to be assessed independently of his or her parents, grant awarding authorities are obliged to satisfy themselves beyond doubt that an acceptable degree of proof of independent living in the relevant period has been submitted by the grant applicant.
In exceptional circumstances, where it is not possible to produce such proofs of residence for demonstrable reasons, the awarding body may, at its discretion, agree to accept other documentary evidence that provides an acceptable degree of proof of independent living. For example, while an affidavit, if accompanied by other supporting documentation, may be considered as evidence of independent living, an affidavit in isolation is not considered acceptable as sole proof of residency. Individual circumstances should be discussed by an applicant with the grant awarding authority. If an individual applicant considers that she/he has been unjustly refused a student grant, she/he may appeal, in the first instance, to their awarding body. Where an individual applicant has had an appeal turned down, in writing, by their awarding body, and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grant Appeals Board.
Special Educational Needs Service Provision
Ceisteanna (157)
Caoimhghín Ó Caoláin
Ceist:157. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the services she provides for children with autism in County Monaghan, the specific supports in place, the assistance and backup available to children and to their parents; and if she will make a statement on the matter. [45577/15]
Amharc ar fhreagraFreagraí scríofa
My Department provides for a range of placement options and supports for schools which have enrolled pupils with Autistic Spectrum Disorder (ASD) in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education. Children with ASD may be enrolled in a mainstream school and can attend all mainstream classes. In such cases these children will receive additional teaching support through the learning support and/or the resource teacher and, where appropriate, will receive access to Special Needs Assistance and assistive technology if required. In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided. The Deputy will also be aware that the National Council for Special Education, NCSE, is responsible, through its network of local special educational needs organisers, SENOs, for allocating resource teachers and special needs assistants to schools to support students with special educational needs, including autism. It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in various geographical areas as required. The NCSE have advised that there are 8 special ASD classes in mainstream schools in Co. Monaghan. 3 of these are Early Intervention classes for children with ASD who are not yet school going age and 5 ASD classes are at primary school level. A full list of special classes is available on the NCSEs website www.ncse.ie. The NCSE provides information for Parents of Children with Special Education Needs through its website and Pamphlet Series which inform parents and guardians of supports and services available for children and young people with ASD and their families. SENOs are also a valuable resource to parents in the following ways:
- Providing support and advice.
- Identifying possible school placements for children.
- Liaising with the school, the HSE and other services.
- Assisting in planning the transition of children to school, between schools and onwards from school. The Middletown Centre for Autism is an initiative jointly funded between my Department and the Department of Education in Northern Ireland. The Centre provides a comprehensive nationwide training service for parents and educational professionals. Parents can view the range of courses which the Centre has available through the website www.middletownautism.com. The National Council for Special Education (NCSE) has recently submitted their Policy Advice on Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE has consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research. The policy advice is currently under consideration in my Department. My officials will consider and report to me on any recommendations in the report which relate to the issues raised by the Deputy.