James Lawless
Ceist:30. Deputy James Lawless asked the Minister for Education and Skills the status of the new build project for a school (details supplied); and if he will make a statement on the matter. [10686/19]
Amharc ar fhreagraAbbey Theatre
Ceisteanna (30)
Freagraí scríofa
As the Deputy may be aware, the project to which he refers has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
The pre-qualification process for the project has recently been completed by KWETB. While approval has been given for KWETB to proceed to issue tender documents to the short-listed contractors, the Design Team is currently addressing some design issues with the project. In that context, it is now expected that tender documents for the project will issue in the second quarter of 2019. Once the tender process has been completed, construction can be expected to begin on site.
At this point, it is not possible to provide an exact and accurate timeline either for completion of the tender process or for completion of any later stages of the project. However, I can say that the project remains on schedule to be completed before September 2021.
Abbey Theatre
Ceisteanna (31)
Kathleen Funchion
Ceist:31. Deputy Kathleen Funchion asked the Minister for Education and Skills the level of authority teachers in primary and post-primary schools have in determining whether a child with additional needs is allowed to participate in a mainstream subject; if a teacher has the authority to refuse a child into their class should that child wish to participate in that class; the authority a teacher has to refuse a SNA into their classroom; and if he will make a statement on the matter. [10934/19]
Amharc ar fhreagraFreagraí scríofa
Under the Education Act 1998, the Board of Management is the body charged with the direct governance of a school. The school principal is responsible for the day to day management of the school.
The appointment and deployment of school staff including teachers and special needs assistants is also the responsibility of the board of management.
All schools are required to have policies in place for the governance of the school. These include policies on enrolment and inclusion. Schools cannot discriminate on the grounds of special needs or disability and are expected to be inclusive. The Department and the National Council for Special Education provide a range of supports and professional development programmes for teachers to promote inclusion in the classroom.
Students with special educational needs can have very complex learning needs and should be taught by qualified and experienced teachers who are equipped with the necessary skills to meet the needs of these students.
The National Council for Special Education (NCSE) allocates a quantum of SNA support for each school annually. Schools have the autonomy and flexibility to manage their allocation of SNA support in order to utilise this support to the best possible effect.
When a pupil with significant and complex care needs has access to support from a SNA the classroom teacher will work closely with the SNA. However the class teacher continues to have primary responsibility for teaching and learning and for the social and emotional development and progress of the pupil.
Many children with significant special educational needs require additional teaching support in schools. In such circumstances, the classroom teacher will be supported by Special Education teachers, who are fully qualified teachers who will have access to additional training in the area of special education, and who will work closely with the class teacher to provide additional teaching support for children with special educational needs (SEN).
There are established procedures in place for dealing with complaints from parents. These should be addressed to the individual teacher or principal in the first instance as appropriate and thereafter to the Board of Management if not resolved.
The Office of the Ombudsman for Children may independently investigate complaints relating to the administrative actions of a school recognised by my Department, provided the parent has firstly and fully followed the school’s complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions of a school has, or may have, adversely affected the child.
Abbey Theatre
Ceisteanna (32)
John Curran
Ceist:32. Deputy John Curran asked the Minister for Education and Skills the reason for the delays in the delivery of extension work at a school (details supplied); and if he will make a statement on the matter. [10684/19]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school referred to by the Deputy is at an advanced stage of Architectural Planning – Stage 2b (Detailed Design) which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
Dublin and Dún Laoghaire ETB and its Design Team are actively progressing this project with the guidance and assistance of my Department.
A revised Brief Change Request from the ETB and its design team has recently been reviewed and approved by the Department. Dublin Dún Laoghaire Educational and Training Board has been advised by my Department to instruct its Design Team to incorporate the approved Brief Change Request into the Stage 2(b) submission.
Dublin Dún Laoghaire Education and Training Board currently has a tender process underway to appoint a replacement Quantity Surveyor for this project as the previous Design Team Quantity Surveyor has resigned. The appointment of the replacement Quantity Surveyor is expected to be ratified in early March. Following this, the Design Team will need to meet to brief the new Quantity Surveyor on the project and the Design Team will proceed to complete work on the Stage 2(b) submission.
Upon receipt and review of the Stage 2(b) Submission, my Department will revert to Dublin Dún Laoghaire Educational and Training Board with regard to the further progression of this project at that time.
Abbey Theatre
Ceisteanna (33)
Charlie McConalogue
Ceist:33. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of the site acquisition to accommodate the three school campus in Buncrana, County Donegal; the timeline of works to ensure that the campus is completed as soon as possible; and if he will make a statement on the matter. [10717/19]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, the project in respect of the education campus in Buncrana to cater for the schools in question is included in my Department’s capital programme.
Officials in my Department continue to liaise with officials in Donegal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable location for the proposed education campus.
Abbey Theatre
Ceisteanna (34)
Kathleen Funchion
Ceist:34. Deputy Kathleen Funchion asked the Minister for Education and Skills the reason the Education for Persons with Special Educational Needs Act 2004 has not been implemented; and if he will make a statement on the matter. [10932/19]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that a number of sections of the Education for Persons with Special Needs (EPSEN) Act 2004 have been commenced. The commenced provisions include those establishing the National Council for Special Education (NCSE) and those providing for an inclusive approach to the education of children with special educational needs.
The following sections of the EPSEN Act were commenced in 2005.
Section 1 – InterpretationSection 2 - providing for the inclusive education of children with Special Educational NeedsSection 14 – placing certain duties on schoolsSections 19 to 37 - placing the Council on a statutory footing. Section 39 - placing certain duties on Health BoardsSections 40 to 53 - amending the Education ActSchedule 1 – providing for meetings and membership of the CouncilSchedule 2 providing for the Chief Executive Officer of the Council. The remaining sections of the Act have yet to be commenced. The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to -
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
The NCSE estimated, in its implementation Plan which was developed in 2006, that additional investment over a period of years of up to €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act.
The view of the Department of Education and Skills was that the level of investment required could be significantly greater than that envisaged in the NCSE report. Legal advice provided to that Department also indicated that the EPSEN Act, as it is currently constituted, may not be implemented on a phased, or age cohort, basis.
Revised estimates of the amount of additional expenditure required to fully implement the remaining sections of the EPSEN Act have not recently been conducted. The level of additional expenditure required would have to take into account annual demographic growth and service developments in the area of special educational needs, pricing adjustments and salary cost differentials on an ongoing basis. Estimates would also have to be made as to the number of pupils who might currently qualify for the statutory service provisions envisaged by the EPSEN Act.
The Government is committed to helping every child, particularly those with special educational needs, to fulfil their potential.
In 2018 my Department invested over €1.75 Billion in this area - 1/5 of my Department's budget and up 42% since 2011, at which point €1.24 Billion was invested. This increased investment has allowed the Government to increase the number of:
SNAs by 42%, from 10,575 in 2011 to 15,000 at present.
Special classes by 160% to over 1,450 at present, compared to 548 special classes in 2011.
Special education teachers by 37%, from 9,740 in 2011, to over 13,400 at present.
Under the Programme for a Partnership Government, I have committed to consulting with stakeholders on how best to progress aspects of the Act on a non-statutory basis.
A range of consultations with Education Partners and Stakeholders took place in relation to the development of the new model for allocating special education teachers over the course of 2017. The new model was introduced for all schools from September 2017.
Further consultations took place with education partners and stakeholders in the context of the undertaking of a comprehensive review of the SNA scheme and will continue in relation to the implementation of recommendations contained in this report.
Consultations also took place in relation to providing power to the National Council for Special Educational need to designate a school place for a person with special educational needs, which is now provided for in the Education (Admission to Schools) Act 2018.
I can also advise that, whereas there is not currently a statutory requirement to provide individual education plans for children with special needs, at present, all schools are encouraged to use Education Plans. The Department of Education and Skills Inspectorate's advice is that the majority of schools are now using some form of individual education planning for children with special needs. The Guidelines for schools on implementing the new special education teacher allocation model advise schools as to the importance of ensuring that student support plans or educational plans are in place.
While awaiting the full implementation of the EPSEN Act, the NCSE has also published a number of policy advice papers which make recommendations aimed at developing a better or more effective alternative to the current resource allocation model, and which aims to move the system towards ultimate implementation of the EPSEN Act.
It is therefore intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially, through policy developments across a range of areas, in conjunction with NCSE policy advice. Full consultation will also take place with stakeholders before adjustments are made.
I can assure you that this Government will continue to prioritise investment in the area of special education support and I am confident that ongoing investment and reform will continue to see improvements made in this area.
Abbey Theatre
Ceisteanna (35)
Clare Daly
Ceist:35. Deputy Clare Daly asked the Minister for Education and Skills the progress made in the acquisition of a site for a new school (details supplied) in County Dublin and the delivery of temporary accommodation at the existing site in the interim; and if he will make a statement on the matter. [10682/19]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware the building project for the school in question is included on my Department's capital programme.
The Department of Education has recently contacted officials in Fingal County Council for assistance under the Memorandum of Understanding in relation to the identification and acquisition of a suitable site. Negotiations with relevant landowners in respect of the potential acquisition of the zoned post primary school site at that location is currently underway.
Officials in my Department are engaging with officials in the Council and both sets of officials are working to progress matters as quickly as possible, in cognisance of the school’s current accommodation constraints.
It is difficult to indicate a timeline for the completion of the acquisition of a site for the school in question as it is dependent on the outcome of current negotiations and also on the complexity of the conveyancing process. Once a site has been acquired, the project can progress to architectural planning. My officials will continue to keep the Patron appraised of developments in the site acquisition process.
In the interim, my Department has approved the provision of additional temporary accommodation for 2019/2020 for the school referred to by the Deputy at its current location and the initial approval letter issued to the school authorities in November 2018. My Department has been in contact with the school regarding documentation to finalise the provision of temporary accommodation. The school has advised my Department that this documentation will be provided in the coming weeks.
Abbey Theatre
Ceisteanna (36)
Robert Troy
Ceist:36. Deputy Robert Troy asked the Minister for Education and Skills the status of works on a school (details supplied). [10930/19]
Amharc ar fhreagraFreagraí scríofa
The project referred to by the Deputy has been devolved for delivery to the National Development Finance Agency (NDFA).
I can inform the Deputy that the NDFA has started preparations for the appointment of a design team for the project. This appointment will be a key first step in the design and construction stages. While at this early stage it is not possible to provide a timeline for completion of the project, the NDFA will be engaging directly with the school authority to keep it informed of progress.
Abbey Theatre
Ceisteanna (37)
Catherine Martin
Ceist:37. Deputy Catherine Martin asked the Minister for Education and Skills the status of the next steps following on from the 2017 schools energy efficiency pilot in terms of a wider schools energy retrofit programme, particularly regarding the timeline for the deep retrofit of further schools and the number of schools he plans to be deep retrofitted; if he has engaged with the Minister for Communications, Climate Action and Environment regarding the possibility of introducing a feed-in tariff for micro-generated renewable energy and the benefits this would have for schools; and if he will make a statement on the matter. [10914/19]
Amharc ar fhreagraFreagraí scríofa
My Department's Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency. They are based on solid energy research projects. The Department's policy is supported by a strong research programme with forty eight research projects at various stages, including its joint SEAI partnership energy website project www.energyineducation.ie.
One of the newer research strands focuses on working to meet climate change responsibilities. My Department and the Sustainable Energy Authority of Ireland are involved in an energy efficient retrofit pilot scheme for schools since 2017. The pilot programme will focus initially for three years on medium to deep retrofit measures to improve the energy efficiency of existing schools which present a variety of challenges including different building ages, archetypes, and retrofit requirements.
The energy efficiency upgrade measures undertaken in the pilot are considered medium to deep, and include fabric, electrical and mechanical upgrades. The longer-term outcome of the pilot will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. In the National Development Plan (2018-2027) €2.5bn is identified for the refurbishment and construction of schools. Part of this is an intention to undertake “deep energy retrofit of schools built prior to 2008”. Therefore, this pilot scheme is now paving the way for, and informing, a much larger national schools energy retrofit programme based on a range of typical retrofit options, which will have been tried and tested during the pilot.
In 2017, ten schools received energy retrofits, followed by six schools in 2018. For 2019 a provisional list of schools is currently being progressed to design phase. Energy Conservation Measures delivered to date include fabric (roofs, walls, glazing and doors), heating (boilers, controls, Building Management systems), and electrical (LED lighting and solar PV).
Tariffs for micro-generated renewable energy in schools is under review by both the Departments to which the Deputy refers.
Abbey Theatre
Ceisteanna (38)
Kathleen Funchion
Ceist:38. Deputy Kathleen Funchion asked the Minister for Education and Skills the progress made to put a new bereavement process in place regarding the sitting of junior and leaving certificate exams and payment of tuition fees for students who have experienced a family bereavement in the same school year; the situation for students that have experienced a family bereavement in 2019 in advance of the junior and leaving certificate exams in June 2019; and if he will make a statement on the matter. [10936/19]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
I am advised by the SEC that it is currently undertaking a review of the Scheme of Reasonable Accommodations which is focussing at present on the best possible response to the very real life situations which arise at examination time. Work on this complex situation is ongoing at this time.
Abbey Theatre
Ceisteanna (39, 54)
Martin Heydon
Ceist:39. Deputy Martin Heydon asked the Minister for Education and Skills the progress on a major building project (details supplied); and if he will make a statement on the matter. [10854/19]
Amharc ar fhreagra
Fiona O'Loughlin
Ceist:54. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the timeline for issuing the building for a school (details supplied) to tender again; and if he will make a statement on the matter. [10870/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 39 and 54 together.
The major building project for this school is at an advanced stage of architectural planning, Stage 2b - Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents. All statutory approvals have been obtained.
A legal challenge to the pre-qualification process for the main contract from one unsuccessful contractor has recently been struck out and it is expected that a new invitation to pre-qualify will issue this month on the e-tenders platform.
When the pre-qualification process for the main contract and reserved specialists contracts is complete the project will then be progressed to tender stage.
The Department has met twice recently with school representatives and continues to be in regular contact with them in relation to the project.
Abbey Theatre
Ceisteanna (40)
Clare Daly
Ceist:40. Deputy Clare Daly asked the Minister for Education and Skills his plans to address the immediate problem of oversubscription at a school (details supplied) for the 2019 school year; and if he will make a statement on the matter. [10681/19]
Amharc ar fhreagraFreagraí scríofa
In relation to school admissions, parents can 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 may 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. The Deputy will note however that the selection process procedures and enrolment policy are the responsibility of the individual school authorities.
As the Deputy will be aware, two new Primary schools will be established to provide additional school capacity in the Swords area in North County Dublin. These schools will open in September 2019 in suitable interim accommodation.
Abbey Theatre
Ceisteanna (41)
Robert Troy
Ceist:41. Deputy Robert Troy asked the Minister for Education and Skills the status of the relocation of a school (details supplied). [10931/19]
Amharc ar fhreagraFreagraí scríofa
The project referred to by the Deputy has been devolved for delivery to the National Development Finance Agency (NDFA).
I can inform the Deputy that the NDFA has started preparations for the appointment of a design team for the project. This appointment will be a key first step in the design and construction stages. While at this early stage it is not possible to provide a timeline for completion of the project, the NDFA will be engaging directly with the school authority to keep it informed of progress.
Abbey Theatre
Ceisteanna (42)
Fiona O'Loughlin
Ceist:42. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if all school buildings planned will be delayed due to the pre-qualification process review of a school (details supplied) following a recent court case. [10871/19]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design.
A legal challenge to the pre-qualification process for the main contract from one unsuccessful contractor has recently been struck out and it is expected that a new invitation to pre-qualify will issue this month on the e-tenders platform.
My Department is currently reviewing its pre-qualification documentation and is engaged in consultation with the Chief State Solicitors Office and with the Attorney Generals Office regarding the revised process and documentation.
A small number of projects at Stage 2(b) awaiting authorisation to commence/re-commence the pre-qualification process are currently awaiting the completion of the review.
Abbey Theatre
Ceisteanna (43)
John Curran
Ceist:43. Deputy John Curran asked the Minister for Education and Skills if he is satisfied there are enough primary school places available in Rathcoole, County Dublin, to meet local demand; his plans to meet future demand as a result of the construction of new houses underway locally; and if he will make a statement on the matter. [10683/19]
Amharc ar fhreagraFreagraí scríofa
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. 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.
As the Deputy will be aware, the Government recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including a new primary and post-primary school to be established in the Newcastle_Rathcoole school planning area as follows:
- a new 8 classroom primary school to be established in 2020 to serve the Newcastle_Rathcoole/Saggart school planning area; and
- a new 1,000 pupil post-primary school to be established in 2020 to serve the Tallaght and Newcastle_Rathcoole school planning areas as a regional solution.
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.
It is intended to deliver the two new schools as part of my Department's Design and Build programme in purpose-built accommodation on a shared site at Fortunestown Lane which is in the ownership of Dublin and Dun Laoghaire ETB.
The Capital Programme provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. My Department has approved 3 temporary classrooms for Scoil Chronain NS Rathcoole to cater for immediate needs and these rooms are initially being provided for in Rathcoole Community Centre pending the arrival of 3 temporary classrooms at the school.
My Department is currently in the process of acquiring additional land owned by South Dublin County Council adjoining the site of this school and the additional land offers the potential to enhance current facilities and support future development. There is ongoing engagement with officials from South Dublin County Council on this matter.
Abbey Theatre
Ceisteanna (44)
Thomas Pringle
Ceist:44. Deputy Thomas Pringle asked the Minister for Education and Skills the position regarding students from County Donegal attending a college (details supplied) in Derry who are not entitled to a SUSI grant due to the fact they are attending PLC equivalent courses abroad; the way in which these students will be affected post Brexit; and if he will make a statement on the matter. [10855/19]
Amharc ar fhreagraFreagraí scríofa
Under the terms of the Student Grant Scheme, grant assistance is awarded to students attending an approved further or higher education course in an approved institution who meet the prescribed conditions of funding, including those which relate to nationality, residency, previous academic attainment and means.
The Student Grant Scheme applies to approved higher education courses only in Northern Ireland. Accordingly, students pursuing further education courses are ineligible for grant assistance under the Student Grant Scheme.
However, once a student progresses to higher education, he/she may apply to SUSI to have eligibility for grant assistance assessed, subject to the terms and conditions of the relevant Student Grant Scheme. Further information regarding student grant eligibility criteria may be obtained from SUSI's website, www.susi.ie.
Students may also wish to contact the relevant college in Northern Ireland for advice on the type and range of supports that are available in that particular college.
Prospective students wishing to pursue a PLC course in the State can apply to SUSI to have eligibility for grant assistance assessed, subject to the terms and conditions of the relevant Student Grant Scheme. There are numerous approved PLC colleges throughout the State including 5 PLC colleges in County Donegal.
Abbey Theatre
Ceisteanna (45)
Mick Wallace
Ceist:45. Deputy Mick Wallace asked the Minister for Education and Skills his plans to provide a third second-level school for Gorey, County Wexford; when a third facility will be required; and if he will make a statement on the matter. [10894/19]
Amharc ar fhreagraFreagraí scríofa
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. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development, including additional residential developments arising from the Local Infrastructure Housing Activation Fund (LIHAF).
Where 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.
As the Deputy may be aware, the Government recently 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 through either planned capacity increases in existing schools or additional accommodation or extensions to existing schools.
As the Deputy will be aware, a new 1,000 pupil post primary school was established in 2011 in Gorey and moved into its permanent accommodation in 2014 and the school has capacity to meet demand in the area.
While the announcement did not include a new post primary school for the Gorey school planning area, the requirement for new schools will be kept under on-going review and in particular will have regard for the increased roll-out of housing provision as outlined in Project Ireland 2040.
Abbey Theatre
Ceisteanna (46)
Joan Burton
Ceist:46. Deputy Joan Burton asked the Minister for Education and Skills his plans for a new secondary school in Blanchardstown, Dublin 15; the location his Department plans to locate the school; the catchment area to be covered by the new school; his views on whether the new school addresses the needs for school places in areas in which a significant amount of new housing is being developed; and if he will make a statement on the matter. [10873/19]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware, in April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including a new 800 pupil post-primary school (to be established in 2020) to serve the Blanchardstown_West_Dublin15 and BlanchardstownVge_Dublin15 school planning areas as a regional solution.
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.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development, including additional residential developments arising from the Local Infrastructure Housing Activation Fund (LIHAF).
It was decided to open a school as a regional solution as the projected growth in each school planning area did not warrant provision of a new school, but the combined demographic increases across both school planning areas indicate sufficient demand for a viable school.
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 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.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). Following their consideration of my 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.
An Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to all parents which will allow them to make an informed choice about their preferred model of patronage for their child’s education. Parental preferences were previously collected based on direct engagement with patron bodies.
The patronage process for primary and post-primary schools to be established in 2020 will commence in 2019, significantly ahead of their due opening. Updates in relation to further patronage processes will be announced on the OPPS website and my Department’s website (www.education.ie).
I can confirm that a site acquisition process is currently underway and my Department is examining potential solutions for the new post primary school in question. The location for the school will be determined as part of this site selection process. A decision has yet to be finalised, however, it is expected that a preferred option will be identified in the near future in relation to an appropriate site and announced shortly thereafter. Due to commercial sensitivities with site acquisitions in general, it is not possible to comment further at this point but assurances can be given that my Department is working to ensure that the site acquisition process concludes at the earliest possible date.
Abbey Theatre
Ceisteanna (47)
Kathleen Funchion
Ceist:47. Deputy Kathleen Funchion asked the Minister for Education and Skills the level of commitment which exists that fees from higher level education institutions will not change for students from Northern Ireland post Brexit should Britain exit the European Union. [10935/19]
Amharc ar fhreagraFreagraí scríofa
In January my Department confirmed that any eligible UK resident students who enroll for eligible courses for the 2019/20 academic year in a third level institution recognised for the purposes of free fees will be able to avail of my Department’s Free Fee Schemes, akin to current arrangements. This is in line with similar assurances given in previous years.
Maintaining access by UK students to Irish higher education following Brexit, on the same basis they currently enjoy, will be provided for under the Common Travel Area. Discussions on these are nearly finalised. Once concluded, they will maintain existing arrangements, including the right of UK nationals to access the free fees initiative, with UK residency and nationality counting towards eligibility.
Abbey Theatre
Ceisteanna (48)
Pat the Cope Gallagher
Ceist:48. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of an application by a school (details supplied) for sanction of a new school building to be located in Stranorlar, County Donegal; the timeline for the complete delivery of the project; and if he will make a statement on the matter. [10650/19]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school to which the Deputy refers is at an advanced stage of architectural planning Stage 2b (Detailed Design), which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The pre-qualification process to select a short-list of contractors for tender stage is currently on-going. In parallel with this process the Design Team is currently working on a submission to the Department outlining the steps required to achieve compliance with Part L of the Building Regulations 2017 (NZEB - "Near Zero Energy Building").
When pre-qualification is complete and the design team's NZEB submission has been considered and any consequential amendments to Stage 2(b) design and tender documents have been implemented this project will then be progressed to tender stage.
A tender stage normally takes between 7 and 8 months to complete. Upon completion of tender stage this project will then progress to construction stage.
My Department is fully committed to getting the project delivered as quickly as possible.
Abbey Theatre
Ceisteanna (49)
Bernard Durkan
Ceist:49. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he continues to make provision of sufficient places for children with autism throughout mainstream education at both primary and secondary level; the extent to which the needs of students are being met to the fullest extent possible in line with projections; if particular shortfalls have been identified in the context of meeting the full requirements as originally envisaged; and if he will make a statement on the matter. [10899/19]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special education (NCSE), an independent agency of my Department, is responsible for planning, coordinating and advising on education provision for children with special educational needs in consultation with the relevant education partners, the Health Service Executive (HSE) where appropriate and Parents.
This includes identifying the number of children that will require special classes or special school placements. The NCSE, through its network of local Special Educational Needs Organisers (SENOs), plans on an annual basis and long term basis to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
Individual school boards of management are responsible for the establishment of special classes. It is open to any school to make application to the NCSE to establish a class. In deciding where to establish a special class in an area, the NCSE take account of the current and projected demand and the available school accommodation both current and planned. In this regard, the SENO may approach individual schools to discuss the matter with a view to finding the optimal location in terms of convenience and sustainability.
When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to reconfigure existing spaces within the school building to accommodate the class and/or to construct additional accommodation.
Special Education Needs Organisers (SENOs) who are locally based are available to assist and advise parents whose children have special needs. Where Parents have been unsuccessful in enrolling their child in a school, they should update their local SENO to inform the planning process.
SENOs are also available to assist and advise schools on special education supports and planning.
There are now 1,459 special classes in place, compared to 548 in 2011. Of these 1,196 are ASD special classes.
124 special schools also provide specialist education for those students with complex special educational needs.