Written Answers Nos. 12-29
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Written Answers Nos. 12-29
12. 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 school campus is completed as soon as possible; and if he will make a statement on the matter. [19827/19]
Amharc ar fhreagraAs the Deputy is aware, the project in respect of the education campus in Buncrana is included in my Department’s capital programme. This campus is intended to provide accommodation for Crana College, Gaelscoil Bhun Cranncha and Gaelcholáiste Chinéal Eoghain.
The project to provide the school accommodation requires the acquisition of a suitable site and this has proved to be extremely challenging to date, despite the best efforts of my Department and of officials in Donegal County Council who are assisting under the Memorandum of Understanding.
I can assure the Deputy that my Department is doing its utmost to deliver a solution for the schools in Buncrana at the earliest possible date and officials in both my Department and Donegal County Council are actively engaged in delivering a site.
13. Deputy Clare Daly asked the Minister for Education and Skills his plans to address the crisis regarding a shortage of school places and ASD units for children with autism who are being denied access to school; and if he will make a statement on the matter. [19253/19]
Amharc ar fhreagraI want to assure the Deputy and Parents that concerns regarding a shortage of appropriate school places for next September are being taken very seriously.
The National Council for Special education (NCSE) has formally advised me that there is insufficient special school and special class capacity in Dublin 15 and Kildare.
My Department Officials, the NCSE are actively engaging with local schools and school patron bodies to address this urgent and important issue. As a result of these efforts, three special classes catering for 18 students are on track to open in September 2019.
If existing schools, including special schools, cannot provide the necessary number of places, then other arrangements will have to be made following any necessary consultation with parents and schools.
Options are currently being examined and scoped out, in relation to establishing additional special school places to cater for the needs of children in Dublin 15. My Department officials are engaging with patron bodies including Dublin and Dun Laoghaire Education and Training Board with regard to suitable space which may be made available immediately for the purpose of providing the required placements.
As progress intensifies in the coming weeks, I expect the shortage in provision to reduce as existing schools expand provision and informed decisions are made on other options.
I have asked the NCSE to keep in regular contact with the Parents of the children concerned and advise them of progress.
In short, ensuring that every child has a suitable placement available to them from September is a key priority for me and my Department.
14. Deputy Kathleen Funchion asked the Minister for Education and Skills his plans to review the process in which schools receive resources and staff for ASD classes in order to achieve more flexibility for schools to apply and receive the necessary resources at multiple points during the year rather than exclusively at the start of the school year; and if he will make a statement on the matter. [19797/19]
Amharc ar fhreagraIt is open to any school to make an application to the NCSE for the establishment of special class. In most circumstances children enrol in special classes at the start of the school year. The National Council for Special education (NCSE) will sanction the relevant staffing resources once the school confirms enrolments. This minimises disruption for the child and allows time for a transition plan to be developed where a child is changing educational setting. It also ensures that resources are in place to support the child upon enrolment.
However, there are situations where new special class placements are required during the school year. Existing policy is flexible and allows new special class placements to be established at any point during the school year.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs) is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE sanction special classes in schools at the earliest possible opportunity to ensure adequate provision is in place to meet need as it emerges.
The NCSE which advises me on policy in relation to special education matters is currently reviewing the educational provision for students with special educational needs. This review will look at current provision and make recommendations that will inform future policy. The review will be completed in June next year.
15. Deputy Niamh Smyth asked the Minister for Education and Skills the status of the July provision for special needs children; and if he will make a statement on the matter. [19822/19]
Amharc ar fhreagraMy Department's July Provision Grant Scheme provides funding for an extended school year for students with severe or profound intellectual disabilities and students with Autism Spectrum Disorders (ASD).
The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays.
The National Council for Special Education (NCSE) which advises me on these matters published its Policy Advice on Educational Provision for Children with Autism in July 2016 which included a review of the July Scheme.
The review found that in general parents value July provision because it provides day-time respite for families and a structured day for students. The NCSE review found a number of problems with the scheme as currently organised.
These include concerns that the scheme may be inequitable because it is not provided to all students with complex special educational needs.
The Council recommended that the relevant Government Departments consider how an equitable national day activity scheme could be developed for all students with complex special educational needs.
The proposed scheme would provide a structured, safe, social environment for all students with complex special educational needs.
My Department has convened an Implementation Group to ensure that the Report’s recommendations are fully and appropriately considered.
There has been consultation with a number of other Departments and State agencies regarding the future direction of the July Education Programme.
It is expected that the Group will make recommendations shortly concerning a revised scheme which would be implemented next year at the earliest. Before any changes are made, there will be consultations with stakeholders.
16. Deputy Maureen O'Sullivan asked the Minister for Education and Skills his views on whether the National Council for Curriculum and Assessment was the appropriate vehicle for conducting a review of the place of history as an optional subject at junior certificate level; and if he will make a statement on the matter. [19721/19]
Amharc ar fhreagraI asked the NCCA to review the place of history in Junior Cycle as I believe that it is vitally important that we make every effort possible to make sure future generations learn from our past. Events such as Brexit, the Decade of Commemorations and even the recent murder of Lyra McKee reinforce the importance of understanding our past.
The NCCA is the statutory body of my Department charged with advising the Minister in matters relating to the curriculum for early childhood education, primary and post-primary schools. As such it is the appropriate body to carry a review of the place of History in the Junior Cycle. The NCCA Council is made up of twenty-five representatives of bodies and persons involved in the education system.
The new NCCA council met for the first time last week and I understand that it considered a draft of the history review. I look forward to receiving the report of the Council on this matter. I will consider their report in detail before making a final decision on the place of history in junior cycle.
17. Deputy Mattie McGrath asked the Minister for Education and Skills if he is satisfied that the criteria used to adjudicate DEIS status for schools is fair and equitable; and if he will make a statement on the matter. [18844/19]
Amharc ar fhreagraAs the Deputy will be aware DEIS Plan 2017 was the culmination of more than 18 months of consultation and discourse with education partners and other stakeholders. There was a clear consensus throughout the review process that there was a need for a new approach to the arrangements for identifying schools, and that the survey approach previously used in 2005 would place an additional unwanted administrative burden on schools and school Principals. It was also considered unfair to expect schools or school Principals to gather sensitive socioeconomic data on its school community.
Reflecting the findings of this consultative process, the Government has introduced an objective, statistics based model for assessing which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest levels of concentrated disadvantage.
My Department is currently undertaking further analysis to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation. An analysis is also underway on the quality of the address data of individual schools. Until this analysis is complete it is not my intention to extend the DEIS programme to any further schools. I am confident that this new method allows us to target extra resources at those schools most in need and will facilitate the ultimate aim of matching resources to identified need.
18. Deputy Kathleen Funchion asked the Minister for Education and Skills if circulars distributed to staff in the education sector form part of the working terms and conditions of those staff; and if he will make a statement on the matter. [19796/19]
Amharc ar fhreagraFor many staff within the education and training sector, terms and conditions of employment are determined by or require the consent of the Minister for Education and Skills with the consent of the Minister for Public Expenditure and Reform.
For example, section 24(3) of the Education Act as amended states that where a teacher is appointed to a recognised school by a board of management and is remunerated out of monies provided by the Oireachtas, the teacher’s terms and conditions of employment are determined by the Minister for Education and Skills with the concurrence of the Minister for Public Expenditure and Reform. Similar provisions exist in other legislation governing the terms of employment of staff within the sector.
Circulars can be the mechanism used to inform staff and employers in the sector when changes to terms and conditions of employment are determined by the Minister. A recent example would be where Circulars issued to staff and employers to notify them to implement improvements to the pay of new entrants with effect from 1 March 2019.
Circulars are also published by my Department which relate to issues other than terms and conditions of employment, such as on curricular matters. An example of this is Circular 0029/2019 which was issued to inform schools of prescribed material for the 2021 Junior and Leaving Certificate Examinations.
19. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he expects to be in a position to progress the replacement of temporary accommodation in both primary and second-level schools nationally and by county with particular reference to the need to ensure that children and teachers can avail of the best possible educational environment; and if he will make a statement on the matter. [19814/19]
Amharc ar fhreagraMy Department is taking an integrated approach with the Prefab Replacement Programme through the replacement of prefabs as part of large-scale and devolved projects or as part of new projects approved under the Additional Accommodation Scheme. This integrated approach helps to streamline the delivery of projects for schools.
In terms of progress being made on replacing temporary accommodation, construction work on large-scale and devolved projects in 2018 and 2019 is expected to facilitate the replacement of over 600 prefabs. This reflects the priority being placed on this as part of the roll-out of Project Ireland 2040.
In addition, since mid-2018 all schools approved for additional accommodation under my Department's Additional School Accommodation Scheme are also having necessary prefabs replaced as part of their additional accommodation project. To date approval has been granted to replace in excess of 128 prefabs with permanent accommodation and this number will continue to increase as further additional accommodation projects are approved.
As the Deputy will appreciate, the overall policy goal of my Department is to ensure the highest standard of permanent accommodation for all schools. However, it is sometimes necessary to make use of temporary accommodation in order to meet urgent accommodation needs of schools.
The Deputy will also be aware of my Department’s announcement in April 2018 regarding the establishment of 42 new schools over the 4 year period 2019 to 2022. This 4 year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure which will also help to reduce the need for temporary accommodation in the future.
20. Deputy Kathleen Funchion asked the Minister for Education and Skills if the ex gratia scheme set up in the wake of a case (details supplied) will be reviewed to ensure all survivors of child sexual abuse that occurred in schools are compensated by the State for abuse they suffered; the number of survivors who have received compensation from this specific scheme to date; and if he will make a statement on the matter. [19795/19]
Amharc ar fhreagraThe scheme in question has been established on foot of the specific circumstances arising from the case in question and in response to the judgment of the European Court of Human Rights (ECtHR) in the case in question.
Ireland submits bi-annual Action Plans to the relevant Committee of Ministers which is responsible for supervising the implementation of the judgment. These Action Plans are published on my Department’s website.
Under the heading “Discontinued Litigation in relation to historic abuse claims – the Ex Gratia Scheme”, the February 2019 Action Plan records that “In July 2015, the Government agreed to respond to those persons who had instituted legal proceedings in relation to day school child sexual abuse which were subsequently discontinued and which came within the terms of the Judgment”…
To date, 50 applications have been received under the scheme which is operated by the State Claims Agency. Forty four applications have been declined. Applicants who have been declined may apply for an independent assessment of their application. Twenty such applications have been made and the results of the independent assessment are awaited.
As set out in the Action Plan, the ex gratia scheme is not the sole vehicle through which compensation for sexual abuse in day schools has been paid out. Between 2005 and 2018, settlements involving the payment of compensation by the State to victims of day school child sexual abuse have been made in relation to 22 claimants.
21. Deputy Eugene Murphy asked the Minister for Education and Skills the site location for a new purpose-built school (details supplied); the stage of the process; when works will commence on the new building; and if he will make a statement on the matter. [18816/19]
Amharc ar fhreagraAs the Deputy may be aware, the project to deliver a new school building for St. Teresa’s Special School is included on my Department’s capital programme and the acquisition of a permanent site is required to facilitate this project.
Officials from Galway County Council have been working towards identifying a permanent site to meet the needs of St. Teresa’s Special School, on behalf of my Department under the Memorandum of Understanding for the acquisition of school sites.
A number of site options for the school were identified by Galway County Council. These were comprehensively assessed and a preferred site option, which has been deemed suitable following a technical examination, has been identified. Negotiations with the landowner in respect of this proposed acquisition are currently underway.
If agreement in principle with the landowner is reached the legal conveyancing process commences. You will appreciate that due diligence must apply in relation to any site acquisition and it is not possible to give an indicative timeframe for the completion of same as complex issues can sometimes emerge.
I appreciate that unfortunately the process has taken some time to date but I trust that the inclusion of the project on the capital programme demonstrates my Department’s commitment to the delivery of a new school building for St. Teresa’s Special School. I can assure you that my officials are working to acquire a suitable site as expeditiously as possible and once this is completed the project will progress into architectural planning.
Given the commercial sensitivities associated with land acquisitions generally I am not in a position to provide any further information on the site acquisition process at this time, however, the patron body will be informed of the location for the school as soon as it is possible to do so.
22. Deputy Clare Daly asked the Minister for Education and Skills the consultation he has had with trade unions representing special needs assistants before the roll-out of a pilot scheme to implement the recommendations of the review by the National Council for Special Education of the special needs assistant scheme; and if he will make a statement on the matter. [19661/19]
Amharc ar fhreagraIn 2016, the National Council for Special Education (NCSE) was requested by the then Minister Richard Bruton to review the Special Needs Assistant (SNA) Scheme and to advise him on what support options are needed to provide better outcomes for students with additional care needs. Following extensive research and consultation with schools, parents, SNAs and other stakeholders, a report was submitted last year.
The review found that the SNA scheme was working really well particularly for younger children and for certain type of care needs, for example, mobility and toileting. It also found that a new and more widely based model of support involving both education and health supports was needed to meet the range of student need currently presenting in our schools. The review made a number of recommendations including the way SNA support is allocated to schools and the need to build school capacity through training. Overall, the Council recommended a new service model, the School Inclusion Model that would involve the provision of speech and language, occupational and behavioural therapies in schools and the development of a national nursing scheme to cater for children with the most complex medical needs. The overall aim of the model is to improve outcomes for children by ensuring each child receives the right support at the right time.
The Government approved a pilot of the new Model in 75 schools for the 2019/20 school year which will be independently evaluated. A budget of €4.75m has been allocated to support implementation of the Review findings.
Consultation will be a central feature of the development and implementation work. Over 50 people including SNAs and their representatives attended an information and consultation last week. Separately, there have been meetings with the union representing SNAs and other meetings are planned.
23. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he will report on the large disparities between special classes available in primary schools compared to such classes in post-primary schools in view of the fact that students with special education needs will progress from primary level to post-primary level; the counties that have the most acute access to education problems for students on the autism spectrum; the actions he is taking to address those service provision gaps; and if he will make a statement on the matter. [19009/19]
Amharc ar fhreagraThe number of children with special educational needs receiving their education at their local school have increased greatly in recent years.
160 new special classes have been opened for the 2018/19 school year, which means there are now 1,459 special classes in place, compared to 548 in 2011. Of these, 321 are Post Primary ASD special classes, compared to 72 in 2011.
Because children with additional care needs are generally identified first at primary level, there is a natural lag in the numbers of children progressing and accessing supports at post primary. In addition, individual student need can change over time so the nature of supports required, for example placement in a special class, may also change. In overall terms, the number of students attending primary school is greater than post primary.
The National Council for Special Education (NCSE) has formally advised me that there is insufficient special school and special class capacity in Dublin 15 and Kildare.
My Department and the NCSE are actively engaging with local schools and school patron bodies to address this urgent and important issue. As a result of these efforts, three special classes catering for 18 students are on track to open in September 2019.
If existing schools, including special schools, cannot provide the necessary number of places, then other arrangements will have to be made following any necessary consultation with parents and schools.
Options are currently being examined and scoped out, in relation to establishing new special places to cater for the needs of children in identified areas.
I have asked the NCSE to keep in regular contact with the Parents of the children concerned and advise them of progress.
Ensuring every child has access to a suitable school placement is a priority for me and my Department.
24. Deputy Thomas Byrne asked the Minister for Education and Skills when talks will begin with representatives of school secretaries; and if he will make a statement on the matter. [19839/19]
Amharc ar fhreagraI recognise the very important work done by school secretaries, and indeed by other support staff, in the running of our schools and I am grateful to them for the contribution they make to our education system. I have spoken to a number of school secretaries about their employment conditions and understand the issues they have raised.
Schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in schools. The schemes were withdrawn completely in 2008.
These schemes have been superseded by the more extensive capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.
I have recently relaxed the moratorium for those C&C and ETB schools with enrolments of 700 and more which allow them to employ an additional School Secretaries up to a maximum of two per school. There are 91 schools in the C&C and ETB Sector who meet this criteria, based on the information currently available to this Department. This is an initial step and has taken immediate effect.
The majority of primary and voluntary secondary schools now receive assistance to provide for secretarial, caretaking and cleaning services under these grant schemes. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for the pay and conditions rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers, including through an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covers the period up to 31 December 2019.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a Secretary or Caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019, been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Officials from my Department attended a meeting of the Joint Committee on Education and Skills on the 9th of April to discuss the status of non-teaching staff.
The FÓRSA trade union have requested a meeting with the Department to discuss pay arrangements for grant-funded Secretaries and Caretakers from 2020 onwards. The Department has agreed to arrange a meeting with the Union and is currently making arrangements for this meeting to take place in late May/early June.
25. Deputy Ruth Coppinger asked the Minister for Education and Skills if he will report on the need for an autism specific school in western areas of Dublin city; and if he will make a statement on the matter. [19842/19]
Amharc ar fhreagraI want to assure the Deputy that concerns regarding a shortage of appropriate school places for next September are being taken very seriously. An Taoiseach, Leo Varadkar, has been engaging with local groups on this issue directly.
The National Council for Special education (NCSE) has formally advised me that there is insufficient special school and special class capacity in Dublin 15.
I wrote to the local parents committee on the 26th April and my Department, the NCSE and the Office of An Taoiseach were represented at a meeting with Parents to discuss this issue on the 29th April.
My Department, the NCSE and school patrons are actively engaging to address this issue. As a result of these efforts, three special classes catering for 18 students are on track to open in September 2019.
In addition, the NCSE met with stakeholders, including education providers, in the Dublin 15 area on 30 April and further engagement with the objective of opening further special classes is ongoing.
If existing schools, including special schools, cannot provide the necessary number of places, then other arrangements will be made following any necessary consultation with parents and schools.
To this end, I can advise that options are currently being examined and scoped out, in relation to establishing additional special school places to cater for the needs of children in Dublin 15. My Department officials are engaging with patron bodies including Dublin and Dun Laoghaire Education and Training Board with regard to suitable space which may be made available immediately for the purpose of providing the required placements.
The NCSE will keep in regular contact with the Parents of the children concerned to advise them of progress and identify placements as they become available.
I have discussed this matter in detail with An Taoiseach and my Department is actively engaged with the NCSE in taking steps to increase the number of suitable places to cater for the needs of children in Dublin 15.
26. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to the fact that a school (details supplied) which, while in County Meath, has also met the need of families in the area of Clonee, Dublin 15, by enrolling a number of pupils from this area since its formation, but due to a change in enrolment and catchment area rules it will no longer accept families in Dublin 15 that are now having significant difficulties in finding a secondary school place; if his attention has been further drawn to the unfairness for families in this predicament and the difficulty for children deprived of a school place; and if he will make a statement on the matter. [19829/19]
Amharc ar fhreagraI with to advise the Deputy that it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process 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.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school. Further information on the Section 29 appeals process is available on the Department's website www.education.ie . The Education Welfare Service of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child.
The Education (Admission to Schools) Act 2018, which was signed into law by the President on the 18th July 2018, is an important piece of legislation which will introduce a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools in this country and a fair and balanced school admission process for all pupils.
In April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement followed 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.
While the announcement did not include a new post-primary school for the Dunboyne school planning area, a new 800 pupil post-primary school was announced to open in 2020 in the adjacent Blanchardstown_West and BlanchardstownVge_D15 school planning areas as a regional solution. In addition, a number of new post-primary schools were established in school planning areas adjoining the Dunboyne school planning areas in recent years and serving the Dublin 15 areas as follows:
Le Cheile Secondary School, a new 1,000 pupil post-primary school established in 2014 to serve the Mulhuddart_Tyrellstown school planning area;
Hansfield Educate Together Secondary school, a new 1,000 pupil post-primary school established in 2014 to serve the Blanchardstown_West school planning area;
De Lacy College, a new 1,000 pupil post-primary school established in 2014 to serve the Ashbourne school planning area; and
Edmund Rice College, a new 1,000 pupil post-primary school established in 2017 to serve the Carpenterstown_D15 and Castleknock_D15 school planning areas as a regional solution;
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.
27. Deputy Joan Burton asked the Minister for Education and Skills his plans to review sex education policy in view of the fact that the recent review of sex education by the National Council for Curriculum and Assessment found that sex education for most secondary school pupils is outdated and provides little information in relation to issues such as consent, the way to navigate relationships in a positive and healthy way, LGBT+ issues and social media; and if he will make a statement on the matter. [19828/19]
Amharc ar fhreagra45. Deputy Alan Kelly asked the Minister for Education and Skills his plans to enhance sex education in schools in order to provide students with a safe space in which they can discuss, ask questions and talk about all aspects of relationships and sexuality; his plans to enhance the level of training for teachers tasked with delivering relationship and sex education; and if he will make a statement on the matter. [19833/19]
Amharc ar fhreagraI propose to take Questions Nos. 27 and 45 together.
The National Council for Curriculum and Assessment (NCCA) has undertaken extensive work reviewing Relationships and Sexuality Education. The NCCA Council is currently considering the draft report and following their consideration, I look forward to receiving the advice of the Council on this matter.
The review of RSE will be an important development in our education system as part of the Department’s continued efforts to prepare our young people for adult life, including a renewed emphasis on respect, relationships and well-being.
28. Deputy Joan Burton asked the Minister for Education and Skills if the acquisition of a site for a school (details supplied) has been agreed; the position regarding progress on the planning process for the new permanent school building for the school; when construction on the new permanent school building for the school will commence; when the new permanent school building for the school is expected to open; and if he will make a statement on the matter. [19830/19]
Amharc ar fhreagraThe site acquisition referred to by the Deputy is currently at an advanced stage in the conveyancing process. Due to commercial sensitivities relating to site acquisitions, I am not in a position to provide further details at this time.
The major building project is included in my Department’s Construction Programme which is being delivered under the National Development Plan. The project when complete will provide for a 1,000 pupil school including a 4 classroom Special Needs Unit.
The school will be delivered under the Department's 2020 Design & Build Programme. The first step in the process will be the application for planning permission which is expected to be lodged in quarter 3 of 2019. Thereafter, the timeframe for delivery of the school will be dependent on the grant of planning permission.
29. Deputy John Curran asked the Minister for Education and Skills the progress being made in agreeing additional consultant fees for the preparation of nearly zero energy building documentation for a major school building project (details supplied) in County Dublin; the timeline for the new school building; and if he will make a statement on the matter. [19494/19]
Amharc ar fhreagraThe 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.
The design team is currently working on the Stage 2(b) report which on completion will be submitted to the Department for review. In completing the Stage 2(b) report the Design Team is required to upgrade the current design to ensure that the new school building is a Near Zero Energy Building (NZEB) in compliance with the 2017 amendment to Part L of the current Building Regulations.
The Department has considered fee proposals submitted by Design Team members, for the additional work involved and it is in the process of agreeing fees for this work which will be subject to further review on completion of the NZEB design.
Upon receipt and review of the Stage 2(b) report my Department will revert to the school with regard to the further progression of this project at that time.
