Joan Burton
Ceist:213. Deputy Joan Burton asked the Minister for Education and Skills the status of the need for permanent accommodation for a school (details supplied); and if he will make a statement on the matter. [53002/18]
Amharc ar fhreagraSchools Building Projects Status
Ceisteanna (213)
Freagraí scríofa
A project to construct a new building for the school to which the Deputy refers is on my Department's capital programme. The site identified for the school is in the proposed Clonburris SDZ which has not yet been adopted. The SDZ plan is currently with An Bord Pleanála and the oral hearing is scheduled for 22 January 2019. Once the SDZ has been finalised the acquisition of the school site can proceed. The lands are in the ownership of South Dublin County Council.
In the interim, my Department is currently working on aspects of the agreement in principle, which would enable the architectural planning process on the project to commence.
Schools Building Projects
Ceisteanna (214)
Jackie Cahill
Ceist:214. Deputy Jackie Cahill asked the Minister for Education and Skills if a meeting will be requested with the principal and chairman of the board of management of a school (details supplied); and if he will make a statement on the matter. [53028/18]
Amharc ar fhreagraFreagraí scríofa
It is my understanding that the school to which the Deputy refers carried out unapproved works which generated an overspend on the building project. I can confirm that the school has recently submitted clarifications in relation to this work. My Department officials will review this information and inform the school of the decision shortly.
Public Private Partnerships
Ceisteanna (215, 216)
Jonathan O'Brien
Ceist:215. Deputy Jonathan O'Brien asked the Minister for Education and Skills if a post-project review has been carried out on the schools bundle of PPP projects; and if so, if it will be published. [53043/18]
Amharc ar fhreagraJonathan O'Brien
Ceist:216. Deputy Jonathan O'Brien asked the Minister for Education and Skills the requirements under the public spending code for post-project reviews of PPPs to be carried out and completed. [53044/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 215 and 216 together.
The Department is in the process of appointing a service provider to conduct a comprehensive review of the Pilot Schools, i.e. the first bundle of five post primary schools that were delivered in 2001/2002 through the Public Private Partnership (PPP) model.
The service provider will conduct a comprehensive review of the Pilot Schools including a direct comparison with traditional schools procured around the same time. It will incorporate detailed condition surveys of the buildings, as well as comparing the operation and maintenance provision in both PPP and traditional schools.
The more detailed nature of this review responds directly to a recommendation in the 2004 C&AG report on the Pilot Schools that, at the appropriate time, the costs and benefits of adopting the PPP approach should be assessed relative to the performance of a comparable group of schools procured conventionally. In line with the requirements under the Public Spending Code for post project reviews, it is intended to publish the key findings of the Review in 2019.
This will be the first formal Post Project Review of PPP projects carried out by the Department. Although other formal Post Project Reviews have not been carried out, it should be noted that PPP projects in the education sector are the subject of regular review and monitoring. Prior to handover to the Department, the NDFA conducts its own internal review of the procurement and construction phases and identifies any lessons which should inform future approaches. Important lessons were learned from earlier PPP projects which have been incorporated into more recent approaches. In particular, the Project Agreement, which provides the contractual basis for the PPP arrangement, has been regularly updated to ensure that it provides a robust framework for measuring the performance of the private partner and protecting the interests of the State over the lifetime of the project. The NDFA also carries out quality audits as part of its ongoing performance review and monitoring of PPP Schools.
The Department is also tracking the actual enrolments in PPP schools against the long-term projected enrolments. Enrolment data is provided on the Department’s website. This is important in assessing, as per the Public Spending Code, that the basis on which a project was undertaken proved correct and that the planned outcomes were the appropriate responses to actual public needs.
Student Grant Scheme Eligibility
Ceisteanna (217)
Michael Healy-Rae
Ceist:217. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a matter (details supplied) regarding the SUSI grant will be addressed; and if he will make a statement on the matter. [53062/18]
Amharc ar fhreagraFreagraí scríofa
The assessment of means under my Department's student grant scheme is based on gross income from all sources, with certain social welfare and health service executive payments being exempt.
In the assessment of means, a deduction can be made for holiday earnings made by the applicant from employment outside of term time but within the reference period. The value of this income disregard was increased from €3,809 to €4,500 in the 2016 scheme.
The student grant scheme contains a number of qualifying thresholds for various grant values. These gradations allow students just over a threshold margin, to remain in receipt of a grant, albeit at a reduced rate that reflects their relative income vis-à-vis other applicants.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
School Patronage
Ceisteanna (218, 219, 220, 221, 222, 223)
Catherine Murphy
Ceist:218. Deputy Catherine Murphy asked the Minister for Education and Skills the way in which it is established which parents are eligible to vote for patronage of newly proposed schools nationally; and if he will make a statement on the matter. [53067/18]
Amharc ar fhreagraCatherine Murphy
Ceist:219. Deputy Catherine Murphy asked the Minister for Education and Skills the decision-making process used and workflow processes engaged in setting up the e-voting system for parents voting for patronage in circumstances in which new school builds are identified; and if he will make a statement on the matter. [53068/18]
Amharc ar fhreagraCatherine Murphy
Ceist:220. Deputy Catherine Murphy asked the Minister for Education and Skills his definition of "ordinarily resident" in respect of a parent's eligibility to vote for the patronage of newly proposed schools nationally; and if he will make a statement on the matter. [53069/18]
Amharc ar fhreagraCatherine Murphy
Ceist:221. Deputy Catherine Murphy asked the Minister for Education and Skills the location the local authorities in each of the newly proposed schools districts nationally have given written notification to his Department to specify the ordinarily resident rule; if he will provide same; and if he will make a statement on the matter. [53070/18]
Amharc ar fhreagraCatherine Murphy
Ceist:222. Deputy Catherine Murphy asked the Minister for Education and Skills if recently built housing estates and newly zoned regions are included in the catchment areas for schools; the way in which this information is processed by his Department; and if he will make a statement on the matter. [53071/18]
Amharc ar fhreagraCatherine Murphy
Ceist:223. Deputy Catherine Murphy asked the Minister for Education and Skills the newly developed housing estates in County Kildare he has specifically excluded as being eligible to vote in the system for parents voting for patronage in which new school builds are identified; if consideration has been given to the impact on new families that have moved into the estates; the way in which he plans to communicate this message to new residents; and if he will make a statement on the matter. [53072/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 218 to 223, inclusive, together.
In 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, to identify where the pressure for school places across the country will arise. My Department also engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
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, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools;
- Extending the capacity of a school or schools;
- Provision of a new school or schools.
In April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement follows nationwide demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.
In addition to the new schools announced, there will be a need for further school accommodation in other areas in the future. The requirement for new schools will be kept under on-going review and in particular would have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. Parental preferences for each patron, from parents/guardians of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
All new schools established since 2011 to meet demographic demand are required to prioritise enrolments from the designated school planning area(s) which the school was established to serve. Therefore, only parents of eligible children residing in the relevant school planning area(s) can express a preference with regard to the patronage of the new school. This does not preclude schools from enrolling pupils from outside of the designated school planning area, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
A new Online Patronage Process System (OPPS) has been developed to provide objective information to all parents and guardians which will allow them to make an informed choice in expressing a preference for their preferred model of patronage and language of instruction for their child’s education.
The OPPS website allows parents to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction. Eligibility to express a preference in the patronage process for primary schools to be established in 2019 requires that a child is due to start primary education in the 5 year period 2019 to 2023; and that the child is resident the relevant school planning area. It is important to note that the eligibility conditions for parents to express a preference with regard to patronage have not changed since the introduction of the OPPS.
In order to express a preference, parents are requested to submit their Eircode upon entry to the system in order to determine whether they are eligible to express a preference for patronage of the new school. As set out on OPPS website, if parents experience any issues with the site, including issues related to Eircodes, my Department can be contacted at opps@education.gov.ie.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). Once the online system for patronage preferences closes, the Department completes assessment reports for the NSEG on each area.
Following their consideration of the Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website.
Student Grant Scheme Eligibility
Ceisteanna (224)
Mick Barry
Ceist:224. Deputy Mick Barry asked the Minister for Education and Skills the supports in place for applicants for the special rate of postgraduate grant awarded via SUSI who are long-term unemployed but had a short period of temporary employment in the year of assessment; the options available to a student who is only informed he or she has not qualified for a special rate grant after the course has begun and first term fees have been paid via a standard SUSI grant and who is unable financially to complete the course of study due to having been rejected for the special rate grant; if a student will be considered eligible to apply for a special rate postgraduate grant in the following year if, having begun the course, he or she opts to defer study and reapply in the following academic year; the way in which a potential applicant who is long-term unemployed, with the exception of a short period of temporary casual employment, can be supported to access the special rate of postgraduate grant; and if the Minister will make a statement on the matter. [53084/18]
Amharc ar fhreagraFreagraí scríofa
The decision on eligibility for a student grant is a matter for SUSI to determine. In assessing an application for the 2018/19 academic year, SUSI will have regard to the following qualifying criteria for the special rate of maintenance grant:
1. The student must qualify for the standard rate of grant;
2. Total reckonable income, after income disregards and Child Dependant Increase(s) are excluded, must not exceed €23,500;
3. As at 31st of December 2017, the reckonable income must include one of the eligible long-term social welfare payments prescribed in the Student Grant Scheme.
Additional funding was secured in Budget 2017 to facilitate the reinstatement of full maintenance grants from September 2017, for the most disadvantaged postgraduate students. In addition postgraduate students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible to have their post graduate tuition fees paid up to the maximum fee limit of €6,270.
Alternatively, a postgraduate student may qualify to have a €2,000 contribution made towards the cost of their fees. The income threshold for this payment is €31,500 for the 2018/19 academic year, increasing relative to the number of family dependents.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended.
Tax relief also is available on postgraduate tuition fees. Details in relation to this relief are available from the Revenue Commissioners.
Autism Support Services
Ceisteanna (225)
Aindrias Moynihan
Ceist:225. Deputy Aindrias Moynihan asked the Minister for Education and Skills the autism units and early intervention services in place and new such services planned in County Cork. [53107/18]
Amharc ar fhreagraFreagraí scríofa
Details of all special classes for children with special educational needs, in county order, are available on the NCSE website at the following link: http://ncse.ie/wp-content/uploads/2018/10/NCSE-List-of-Special-Classes-for-September-2018updated.pdf.
The National Council for Special Education (NCSE) is responsible for the establishment of special class and special school placements in various geographical areas where there is an identified need, in consultation with the relevant education partners and the Health Service Executive (HSE).
The NCSE is aware of emerging need from year to year, and where special class or special school provision is required, it is planned and established to meet that need.
My Department's policy is to provide for the inclusive education of children with special educational needs, including Autism (ASD), in mainstream school settings, unless such a placement would not be in the best interests of the child concerned, or the children with whom they will be educated.
ASD Early Intervention special classes are available for children aged 3-5 with a diagnosis of Autism Spectrum Disorder (ASD). Early intervention classes are intended to provide early support for children with ASD before they start school. Following early intervention, children will attend a mainstream class unless there is professional guidance that they require a special class or a placement in a special school.
The greater proportion of children with ASD attend mainstream class, where they may access additional supports if required.
Some students with ASD, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there and placement in an ASD special class should be considered.
Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools. They offer a supportive learning environment to students who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day.
Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
Special school placements are provided for other students with ASD and very complex special needs who wouldn’t manage in a mainstream school even for part of the week. Enrolment of a child in a special school is based on a professional assessment in consultation with the National Council for Special Education (NCSE).
There are 246 special classes attached to mainstream schools in Cork City and County. Of these, 28 are ASD early intervention classes, 119 are primary ASD classes and 54 are post primary ASD classes. The number of ASD special classes in Cork has increased from 50 in 2011/2012 to 201 in 2018/2019.
Special classes for students with ASD are staffed with a pupil–teacher ratio of 6:1 at primary level (including early intervention classes) and 6:1.5 at post primary level, and also have a minimum of two SNAs for every class of 6 children.
The Department is aware that the establishment of special provision in some schools and communities can be challenging. The Education (Admission to Schools) Act 2018 will assist in addressing this issue in areas where the NCSE is of the opinion that there is insufficient education provision for children with special educational needs.
Section 8 of the Act, which commenced Monday 3rd December 2018, will provide the Minister with a power, after a process of consultation with the NCSE, the board of management and the patron of the school, to compel a school to make additional provision for the education of children with special educational needs.
Schools Building Projects Status
Ceisteanna (226)
Fiona O'Loughlin
Ceist:226. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of a school building project (details supplied); and if he will make a statement on the matter. [53110/18]
Amharc ar fhreagraFreagraí scríofa
The Major Project at the school referred to by the Deputy is at Stage 1 of architectural planning which entails preliminary design of site and location suitability and initial sketch scheme.
A revised Stage 1 submission, including an up to date cost plan, was requested from the Design Team following an increase in the schedule of accommodation to cater for up to 1200 pupils. That submission has been received and is currently being reviewed by my Department.
The review is nearing completion and my Department will then be in contact with the Board of Management of the school to advise as to the progression of the project. This project is included on the Department’s six year school building program to commence construction in the period 2019 – 2021.
Departmental Budgets
Ceisteanna (227)
Fiona O'Loughlin
Ceist:227. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the communications, press and public relations budget allocated to his Department for 2018; the way in which it is being spent; if it is behind or ahead of profile; and if he will make a statement on the matter. [53113/18]
Amharc ar fhreagraFreagraí scríofa
My Department does not have a dedicated communications, press and public relations budget for 2018. As such, the profiling of expenditure does not arise. Any costs arising from the operation of the office are met from my Department's Miscellaneous subhead and accounted for in the Department's annual Appropriation Accounts.
Apprenticeship Data
Ceisteanna (228)
Fiona O'Loughlin
Ceist:228. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the estimated full year cost if the budget for apprenticeship training increased by 15%. [53115/18]
Amharc ar fhreagraFreagraí scríofa
The 2018 budget allocation for apprenticeship training is €122m and consequently the cost to increase this by 15% would be an additional €18.3m in a full year. However, this Government has increased the 2019 budget allocation for apprenticeship training by an additional €20m, which represents an increase of over 16% on the 2018 allocation, bringing the total allocation to €142m.
Schools Building Projects Status
Ceisteanna (229)
Martin Heydon
Ceist:229. Deputy Martin Heydon asked the Minister for Education and Skills the progress being made on a planned secondary school extension (details supplied); and if he will make a statement on the matter. [53116/18]
Amharc ar fhreagraFreagraí scríofa
The project referred to by the Deputy is being devolved for delivery to the National Development Finance Agency (NDFA). My Department is currently making the necessary arrangements to enter into a Service Level Agreement with the NDFA. This is the first step to initiate the delivery of the project.
Once the Service Level Agreement is in place, the NDFA will set up the required procedures to commence the design and construction processes. As part of the Service Level Agreement, the NDFA will be engaging directly with the school authority to keep it informed of progress once all of the essential arrangements are in place to enable the commencement of architectural planning for the project.
School Accommodation Provision
Ceisteanna (230)
Dara Calleary
Ceist:230. Deputy Dara Calleary asked the Minister for Education and Skills if his attention has been drawn to the need for a new permanent building at a school (details supplied); if the school will be assisted in securing extra ground; the progress of the divestment of the school; and if he will make a statement on the matter. [53118/18]
Amharc ar fhreagraFreagraí scríofa
This school was established in September 2014 under the patronage divesting process when agreement was reached by the Church of Ireland and Educate Together that the patronage of the school would transfer to Educate Together. The Educate Together school has been operating from the school property since.
The Department has received an application from the school for the provision of an additional classroom in respect of a projected increase in staffing levels. My Department is in communication with the school in regard to this application and their accommodation needs.
Schools Facilities
Ceisteanna (231)
Pearse Doherty
Ceist:231. Deputy Pearse Doherty asked the Minister for Education and Skills his policy with respect to the design, construction and provision of general purpose rooms for existing primary and post-primary schools; and if he will make a statement on the matter. [53151/18]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that in the case of school projects, my Department's Technical Guidance Documents set out the general principles of Universal Design in schools.
A suite of technical guidance documents is available on the Department's website (www.education.ie) to assist design teams in best practice design and development of projects and to encourage them to take a complete design team approach from project conception. These documents cover all aspects of the development of a building project for both internal and external works.
The Deputy will be aware that Under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings to include the building and modernisation of PE facilities in post-primary schools.
Under the Ireland Project 2040, we will invest €8.4 billion (compared to €4.9 billion in the previous decade) in primary and post primary school buildings.
The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has a school place. The government will focus in the medium term on the provision of PE facilities in schools.
Schools Facilities
Ceisteanna (232)
Pearse Doherty
Ceist:232. Deputy Pearse Doherty asked the Minister for Education and Skills the number of general purpose rooms at both primary and post-primary school level for which approval has been formally granted in each of the years 2011 to 2017 and to date in 2018, in tabular form; if the school in question for which such a facility was granted was an existing school or a new school in each case; and if he will make a statement on the matter. [53152/18]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the provision of general purpose rooms and PE Halls form part of the accommodation brief for all newly established schools. These facilities may also form part of the overall accommodation brief for major capital extensions to existing schools. The accommodation brief for major capital projects also includes a range of other accommodation for the school project in question and my Department does not capture the specific information requested by the Deputy.
Details of large-scale projects being delivered under the school building programme may be viewed on my Department's website, www.education.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.