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Gnáthamharc

Tuesday, 3 Nov 2020

Written Answers Nos. 756-773

School Accommodation

Ceisteanna (756)

Niamh Smyth

Ceist:

756. Deputy Niamh Smyth asked the Minister for Education the status of an application by a school (details supplied); if same will be reviewed; and if she will make a statement on the matter. [32909/20]

Amharc ar fhreagra

Freagraí scríofa

In relation to the school referred to by the Deputy, I can confirm that my Department is in receipt of an application for capital funding under the Additional School Accommodation (ASA) scheme. The School Authority has recently agreed to a proposed project brief, which includes specialist teaching accommodation, but does not include a new Physical Education (PE) Hall, as this does not fall under the remit of the ASA scheme.

The School Authority has applied separately for major capital funding for a PE Hall. As the Deputy is aware, the provision of 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. 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.

The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the NDP (from 2023 onwards) will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.

The immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.

Covid-19 Pandemic

Ceisteanna (757)

Donnchadh Ó Laoghaire

Ceist:

757. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if a medically vulnerable SNA at a school (details supplied) can be facilitated with working from home. [32918/20]

Amharc ar fhreagra

Freagraí scríofa

The general principles to apply to the management of COVID-19 includes the safety and welfare of employees and the minimisation of the impact of COVID-19 on teaching and learning.

The current COVID-19 arrangements in place for special needs assistants (SNAs) are outlined in my Department’s Circular Letter 0049/2020.

In accordance with HSE advice, an employee in the ‘high risk’ group who is not ill must attend the workplace. The employee in the ‘high risk’ group should take extra care to practice social distancing and hand hygiene. The use of face coverings and personal protective equipment may also be considered where maintaining social distancing is difficult.

All schools are required to have a School COVID-19 Response Plan in place. The plan outlines the arrangements in place to ensure a safe workplace for all employees. Those deemed ‘high risk’ and ‘normal risk’ can attend the workplace safely where the school is implementing the COVID-19 Response Plan and the health advice for schools. There is an obligation on the employer to discuss the school’s COVID-19 Response Plan with the individual employee and ensure that all appropriate risk mitigation measures are in place for the protection of employees in the school. In addition, the Health Protection Surveillance Centre recently issued advice in respect of SNAs, which sets out clearly how a safe working environment can be maintained for SNAs in schools - ‘Guidance for Schools regarding Special Needs Assistants (SNAs) supporting children and young people with additional care needs in the context of COVID-19' .

Every school has at least 1 Lead Worker Representative whose role is to represent staff and who may consult with, and make representations to, school management on any issue of concern in relation to COVID-19, including issues relating to at risk groups.

My Department has an enhanced Occupational Health Service in place to provide employers with occupational health advice in relation to special needs assistants’ fitness for work. The OHS provider has a process in place for school staff with health concerns about their risk of serious illness from contracting COVID-19, through workplace attendance.

A detailed on-line questionnaire is submitted by the employee to the OHS, along with detailed medical evidence to provide clarity with respect to the medical complaint(s) in question. All of this information is reviewed by the OHS specialist occupational health physician, including the combined and cumulative risk that can arise when an employee suffers from more than one health condition. The risk categorisation is comprehensive and follows the same process that is being applied across other sectors. An employee is categorised by the OHS into one of three COVID-19 risk categories. These are general population risk, higher risk, and very high risk. The outcome of the risk categorisation is governed by the HSE guidance.

Where an employee considers the OHS COVID-19 risk categorisation places him/her in an incorrect risk category, a review can be requested by the employee where the OHS will re-evaluate the medical evidence provided. The employee may provide additional medical evidence as part of the review process.

Special Educational Needs

Ceisteanna (758)

Neasa Hourigan

Ceist:

758. Deputy Neasa Hourigan asked the Minister for Education if fetal alcohol spectrum disorder has been adopted as a recognised learning difficulty; and if she will make a statement on the matter. [32920/20]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that Special Education Teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.

DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.

The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.

The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.

It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.

The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.

The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie

The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.

Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.

Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.

The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.

Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.

Children who have additional learning needs in school, including children with fetal alcohol spectrum disorder, may receive additional teaching support in schools.

School Enrolments

Ceisteanna (759)

Fergus O'Dowd

Ceist:

759. Deputy Fergus O'Dowd asked the Minister for Education the details on provisions in place with schools for children of returning Irish diplomats to Ireland when their posting abroad has ceased to be able to enrol in a primary school in their catchment area; the provisions made for these children to be able to enrol in a primary school within their catchment area especially if all the schools are already over prescribed; and if she will make a statement on the matter. [32936/20]

Amharc ar fhreagra

Freagraí scríofa

In relation to school enrolment, it is a matter for the parents to choose which school to apply to and where the school has places available the pupils should be admitted.

It is the responsibility of the school authorities to implement an enrolment policy in accordance with the Education Acts, 1998 - 2018. The 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.

However, in schools where there are more applicants than places available (an oversubscribed school) a selection process will 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.

Under the provisions of the Education (Admission to Schools) Act 2018, all schools have drafted new admission policies which are transparent and easily accessible, and have been approved by the school patron. These new policies apply to the intake group for the 2021/2022 school year and thereafter, and greatly assist parents, regardless of their background or circumstances to engage in the admission processes of individual schools.

These new school admission policies set out the school’s selection criteria in a transparent manner for parents. Schools and their patrons have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.

Schools Building Projects

Ceisteanna (760)

Neale Richmond

Ceist:

760. Deputy Neale Richmond asked the Minister for Education if a school (details supplied) will receive an extension; and if she will make a statement on the matter. [32959/20]

Amharc ar fhreagra

Freagraí scríofa

I can confirm to the Deputy that officials from my Department have been liaising with the management authority of the school in question and are awaiting information in order to make an assessment under the Additional School Accommodation Scheme. On receipt of this information the application will be given immediate attention and a decision will be conveyed directly to the school authority.

Educational Disadvantage

Ceisteanna (761)

Carol Nolan

Ceist:

761. Deputy Carol Nolan asked the Minister for Education if she will establish a properly resourced taskforce to identify and implement measures that will support children and young persons in DEIS and non-DEIS schools to prevent further educational disadvantage as a result of Covid-19; and if she will make a statement on the matter. [32966/20]

Amharc ar fhreagra

Freagraí scríofa

DEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level.

The renewed DEIS Plan published in 2017 sets out the vision for future interventions in the critical area of educational disadvantage policy and builds on what has already been achieved by schools who have benefitted from the additional supports available under the initial DEIS programme introduced in 2005.

The identification of schools for inclusion in DEIS is based on the “multiplier effect” of concentrated levels of socio-economic disadvantage on the educational experience. The approach is grounded in international evidence and it is considered that it is the combination of the various interventions under DEIS that have enabled it to succeed. Recent endorsements for the approach include a 2018 OECD Report (“Equity in Education – breaking down barriers to social mobility”) which showed that educationally disadvantaged students do much better in schools where they are a minority, thereby demonstrating the importance of focusing support on concentrated numbers of students from areas of significant socio-economic disadvantage.

In the 2020/21 academic year there are 887 schools in the DEIS Programme serving over 185,000 pupils - 689 Primary and 198 Post Primary.

The total Department spend on DEIS per annum is over €125 million. Additional funding is provided from Department of Employment Affairs and Social Protection for the School Meals Programme and from the Department of Children, Equality, Disability, Integration and Youth for the School Completion Programme.

Responding to specific actions in the NTRIS and in DEIS Plan, a Pilot Programme to target attendance, participation and retention/school completion for Traveller and Roma pupils is established in four areas. Each area is allocated 4 additional staffing resources who are working together with parents, children and young people, schools, Traveller and Roma communities and service providers to remove the barriers impacting on Traveller and Roma children’s attendance, participation and retention in education.

The total Budget allocation of additional funding of €2 million in 2021, with a full year allocation of €5 million in 2022 provides for further supports to be allocated as part of the DEIS programme to those schools catering for the highest concentrations of educational disadvantage. My Department continues to support those schools most in need and I intend to engage with the relevant stakeholders as to how best to achieve this.

The provision of education for children with special needs is an ongoing priority for Government. The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels. My Department will spend approximately €2 Billion or over 20% of its total educational budget next year on making additional provision for children with special educational needs. The main supports this funding will provide for in 2021 are:

• Over 18,000 SNAs will be available for allocation to schools

• 13,765 special education teachers for allocation to mainstream primary and post primary schools

• an additional 235 special class teachers

My Department has consulted with educational stakeholders on the approach to supporting wellbeing and the National Education Psychological Service (NEPS) is providing a range of supports in the context of the new public health arrangements in schools. These supports include:

• a webpage (gov.ie/backtoschool) with access to all information relating to the reopening of schools, including information about wellbeing, with links to specific resources, guidance and support

• Wellbeing Webinars for primary/special/post-primary schools - supporting wellbeing as schools return for first term

• Wellbeing Toolkits for Teachers with a range of easily downloadable, user-friendly materials

• Enhanced services for wellbeing provided by the National Educational Psychological Service (NEPS), to include the wellbeing of all of our special school communities

Funding necessary for 120 additional guidance teacher posts and 17 NEPS psychologist posts under the Roadmap for the Re-opening of Schools has also been secured.

Educational Disadvantage

Ceisteanna (762)

Carol Nolan

Ceist:

762. Deputy Carol Nolan asked the Minister for Education if she will expand on existing measures to address digital poverty, ensuring all low-income households have access to online teaching and pre-printed resources if required during the academic year as a result of Covid-19 safety measures; and if she will make a statement on the matter. [32967/20]

Amharc ar fhreagra

Freagraí scríofa

It remains the Government’s and my Department’s key objective for schools to remain open and to continue to operate as normally as possible. However, I recognise that despite the best efforts of all stakeholders, there will be situations where individual pupils or groups of pupils, teachers, or possibly entire school communities, are requested by Public Health HSE to self-isolate or restrict their movements because of a case or cases of Covid-19.

Schools are aware of the need to provide for continuity of schooling in those situations. The approach may involve the use of digital technology or other means such as hardcopy materials depending on the context of the school and the school community. Given the often rapid changes of requirements and various potential scenarios that living with Covid-19 entails, it is important that schools review and adapt their plans to address the eolving situation and as their experience of providing for continuity of learning increases. This is particularly important in the context of pupils with special educational needs, pupils at risk of educational disadvantage and pupils at risk of early school leaving.

Extensive guidance and supports have been and continue to be made available by my Department and its support services to support schools to plan for the transition to online and remote learning as the need arises and this guidance is all available at

https://www.gov.ie/en/campaigns/a128d-back-to-school/?referrer=http://www.gov.ie/backtoschool/

The guidance includes links to a range of materials and supports developed by the Digital Technologies team of the Professional Development Service for Teachers (PDST) such as learning platforms and online tools which can be used to support remote learning. Those resources continue to be available to schools.

My Department is also finalising a circular that will provide guidance and support to schools to put in place arrangements, building on the work already done by schools, to facilitate communication with and between staff, between staff and learners and to facilitate development of online approaches to remote and blended learning in the event that such is required.

My Department’s Inspectorate is also supporting school communities to provide effectively for the learning and progression of all learners during the first term of the 2020/21 school year.

In addition, as part of the implementation of the Digital Strategy for Schools 2015-2020 - Enhancing Teaching, Learning and Assessment, my Department has already provided €160m of grant aid to schools for ICT Infrastructure. This includes €50m that issued earlier this year. This ICT Grant funding issues directly to schools and schools are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way. In the context of the current public health crisis this funding can be focussed on assisting schools to address ICT needs including devices, software and other ICT solutions to support the provision of remote learning. This can include the purchase of ICT devices that can be shared with students who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning. An additional €50m will issue for the current school year and it is planned that the funding will issue before the end of this year.

The situation we find ourselves in is evolving all the time. My Department, in working with the whole of Government, will keep the situation under review and update any advices to schools as required. We will continue to work with all our stakeholders to ensure that schools, teachers and learners are supported and that together we continue to provide the best education for all our pupils/students while learning to live with restrictions under Covid-19.

School Textbooks

Ceisteanna (763)

Carol Nolan

Ceist:

763. Deputy Carol Nolan asked the Minister for Education if she will consider extending the free school books pilot scheme to all non-fee paying primary and secondary schools; and if she will make a statement on the matter. [32969/20]

Amharc ar fhreagra

Freagraí scríofa

My Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, the Department provided funding of €16.9 million in 2019 to all of these schools.

School book rental schemes have an important role to play in reducing the cost of school books for parents and in order to support the establishment of book rental schemes my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to primary schools. Circa. 96% of primary schools and 68% of post-primary schools operate a book rental scheme

It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school but they are expected to adopt a cost-conscious approach to the selection of books for use in their classes. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those most in need.

Additional funding of €1 million provided under Budget 2020 was allocated to 102 Primary DEIS schools for a new pilot programme for the 2020/21 school year. The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents. It will run for the period of one year and its effectiveness and impact will be monitored and evaluated before any decision is made as regards its possible extension or continuation. Under Circular 46/2013, DEIS schools receive a book grant of €21 per student. This pilot will provide an additional €64 per student to increase the overall book grant rate to €85 per student enrolled in the school. This additional funding issued to schools in May 2020.

Education Fees

Ceisteanna (764)

Carol Nolan

Ceist:

764. Deputy Carol Nolan asked the Minister for Education if she will conduct a review on the possibility of ending the voluntary contribution system in non-fee paying primary and secondary schools; and if she will make a statement on the matter. [32970/20]

Amharc ar fhreagra

Freagraí scríofa

Voluntary contributions by parents of pupils enrolled in recognised schools are permissible provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition. The manner in which such voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.

The Education (Admission to Schools) Act, 2018, prohibits the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school.

A school may, however, seek payment to cover the cost of photocopying or other such learning materials where the amount sought by the school is consistent with the costs involved and the level of materials provided. It is also permissible for a school to seek payments in respect of extra-curricular activities provided such activities are not obligatory and individual pupils can choose whether or not to participate.

My Department recognises the current additional financial burden on schools and has provided operational supports for Primary and Post Primary schools to fully and safely operate in a sustainable way while minimising risk associated with COVID-19.

On 27 July last the Government published the Roadmap for the Full Return to School, along with details of a significant financial package to support the implementation of the measures in the roadmap. The package of supports is expected to cost in excess of €437 million in the 2020/2021 school year and this includes funding for a range of supports being made available to schools includes additional financial supports to provide for additional staffing, management supports, enhanced cleaning, hand hygiene and personal protective equipment costs under the Covid-19 response plans. This funding should ensure that there is no additional financial burden placed on schools as a result of the current pandemic.

Capitation Grants

Ceisteanna (765)

Carol Nolan

Ceist:

765. Deputy Carol Nolan asked the Minister for Education her plans to restore the capitation rates to 2010 levels; and if she will make a statement on the matter. [32971/20]

Amharc ar fhreagra

Freagraí scríofa

I understand the need for improved capitation funding and I am pleased to have been able to provide for a further 2.5% increase in standard capitation funding for primary and post-primary schools that applied from the start of the 2020/21 school year.

This builds on last year’s 5% increase in capitation announced in budget 2019. The combined increases given in 2019 and 2020 mean that circa 40% restoration will be achieved.

All schools have received the benefit of the capitation increases awarded to date and it is my intention to seek funding for further capitation increases in future budgets.

Covid-19 Pandemic Supports

Ceisteanna (766)

Neale Richmond

Ceist:

766. Deputy Neale Richmond asked the Minister for Education the supports that have been made available for principals to assist them with the contact tracing in schools; and if she will make a statement on the matter. [33003/20]

Amharc ar fhreagra

Freagraí scríofa

The Health Protection Surveillance Centre and the HSE have published guidance for managing potential cases of COVID-19 in educational settings, which includes the testing strategy within an educational facility ‘Schools Pathway for COVID-19, the Public Health approach’

https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/

It is important to note that the response to confirmed cases or outbreaks of COVID-19 in the community or in a school is the responsibility of, and will be led and managed by, Public Health HSE. All decisions as to appropriate actions following a confirmed case or outbreak will be made by their teams in the context of a full Public Health Risk Assessment procedure.

The Public Health response to schools in the coming term will be further enhanced by the HSE through the increased resourcing of existing School Teams in each HSE area.

These multi-disciplinary teams are being led by public health professionals and will be supplemented by inspectors assigned for this work to the HSE from my Department in addition to other staff reassigned from within the health services.

My Department Inspectors will bring their expertise and knowledge of the working of schools to support these teams to communicate with schools. Public Health team members will take calls and phone schools following identification of a positive Covid-19 case, and having been trained in Public Health protocols undertake the schools’ component of the initial risk assessment. They may inform schools of any further actions as required under the direction of Public Health. Assigned inspectors and other team members will also respond to queries from the HSElive Principals line and take schools’ queries that come directly to the Department of Public Health.

My Department will continue to work closely with all of the education partners and the public health system so that schools can continue to be supported in this very challenging time.

School Transport

Ceisteanna (767)

Michael Ring

Ceist:

767. Deputy Michael Ring asked the Minister for Education if school transport can be provided to persons (details supplied); and if she will make a statement on the matter. [33022/20]

Amharc ar fhreagra

Freagraí scríofa

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of the Primary School Transport Scheme, children are eligible for school transport where they reside not less than 3.2kms from and are attending their nearest primary School as determined by the Department/Bus Éireann, having regard to ethos and language. In general, school transport for children is provided from home to school and from school to home. The provision of school transport to and from afterschool facilities is not a feature of the scheme.

All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation. The closing date for payment for the 2020/2021 school year was Tuesday 4th August 2020.

Children who apply for transport but who are not eligible under the terms of the scheme are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

Concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s primary school education cycle. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.

Bus Éireann has confirmed that the children to whom the Deputy refers reside 0.9 kms from their nearest primary school and therefore are not eligible under the terms of the scheme. Bus Éireann has also confirmed that payment for school transport for the 2020/2021 school year was made by the family in question on 8th September 2020 and that the service was operating to capacity when payment was made.

Schools Building Projects

Ceisteanna (768)

Jennifer Whitmore

Ceist:

768. Deputy Jennifer Whitmore asked the Minister for Education the status of the new school building for a school (details supplied); if she will meet with Deputies from County Wicklow regarding the school; and if she will make a statement on the matter. [33043/20]

Amharc ar fhreagra

Freagraí scríofa

I can confirm a potential permanent site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site.

As the Deputy will appreciate, the site acquisition process can be lengthy and there can be complex issues which need to be addressed during negotiations, technical assessments or conveyancing. Integral to this process was an examination of key factors such as cost, availability and deliverability. At all times the Department strives to obtain best value for the Exchequer.

Due to the nature of an ongoing negotiation, and the level of commercial sensitivity involved, it will not be possible disclose any further information at this stage. The Department however, is committed to keeping all parties up to date with progress, as it becomes possible to make further announcements.

I can assure the Deputy that my Department is working to advance the site acquisition process for the Greystones and Kilcoole area of County Wicklow and work is ongoing to achieve this as soon as possible.

State Examinations

Ceisteanna (769)

Kathleen Funchion

Ceist:

769. Deputy Kathleen Funchion asked the Minister for Education if students will be allowed to be awarded 100% in their oral exams as promised in March 2020 (details supplied). [33058/20]

Amharc ar fhreagra

Freagraí scríofa

The decision of 19 March 2020 to cancel the oral component of the Leaving Certificate language examinations and to award full marks for these was based on the premise that the remaining components would proceed as normal.

The Deputy will be aware that, due to the continuing impact of the Covid-19 pandemic, it was not possible to proceed with the remaining examination components as normal, with students instead being given the option of accepting Calculated Grades and/or the option of sitting written examinations at a later stage when considered safe to hold them. As part of the Calculated Grades process, schools were asked to provide estimated percentage marks for language subjects based on the assumption that the oral examination component would have proceeded and would have been marked in the normal manner.

Teachers are best placed to make a balanced judgement about what the candidate’s overall performance and grade across all aspects of the subject, including orals, would have been. This means the calculated grade was as close to the outcome of the traditional Leaving Certificate as possible and comparable to the Leaving Certificate grades any other year.

Schools Building Projects

Ceisteanna (770)

Pearse Doherty

Ceist:

770. Deputy Pearse Doherty asked the Minister for Education the status of the application for emergency works for a school (details supplied) in County Donegal; when a decision on same will be made; and if she will make a statement on the matter. [33076/20]

Amharc ar fhreagra

Freagraí scríofa

I am pleased to inform the Deputy that the school in question was granted emergency works funding for mechanical works. As this is a devolved project, it is the responsibility of the school authority to progress the works.

Special Educational Needs

Ceisteanna (771)

Eoin Ó Broin

Ceist:

771. Deputy Eoin Ó Broin asked the Minister for Education if funding is being made available for a special autism unit at a school (details supplied) in Dublin 22; when this funding will be made available; and when the ASD unit will open for pupils. [33083/20]

Amharc ar fhreagra

Freagraí scríofa

The school building project to which the Deputy refers has been approved funding under my Department's Additional Accommodation Scheme to enable the school to build a two classroom SEN base.

The project has been devolved for delivery to Dublin and Dún Laoghaire ETB (DDLETB) and a Design Team has been appointed in that respect. The project is currently in Architectural Design. Site surveys and investigations have commenced and a pre-planning meeting has been held with South Dublin County Council in advance of preparing the Stage 1 Preliminary Design Report. This is expected to be with my Department before the end of this year.

Officials from my Department will review the Stage 1 submission once it has been received and a meeting between Department officials, DDLETB, the Design Team and the School Authority may be required in that regard.

Given that the project has to progress through design and obtain planning permission it is not possible at this stage to provide an accurate timeframe for the completion of the project.

Schools Building Projects

Ceisteanna (772)

Neale Richmond

Ceist:

772. Deputy Neale Richmond asked the Minister for Education the progress in securing the satisfactory completion and handover the new buildings for a school (details supplied); if she will provide details of ongoing discussions with the contractor; the outstanding works that are required to be completed; the estimated timeframe for the handover of the building from the contractor to her Department; if she will provide details of her engagement with the school patron and management; and if she will make a statement on the matter. [33094/20]

Amharc ar fhreagra

Freagraí scríofa

The building referred to by Deputy has not yet been handed over. My Department is taking appropriate steps to ensure that it is completely satisfied that the building is fit for handover prior to accepting it.

There is currently an engagement underway between my Department and the Contractor in this regard under the contract. Communications are ongoing and the issue is being actively addressed.

Until this process is complete, it will not be possible to provide definitive timelines for occupation of the building. However, as this process develops my Department officials will keep the ETB and the school managements informed of developments.

Departmental Expenditure

Ceisteanna (773)

Gary Gannon

Ceist:

773. Deputy Gary Gannon asked the Minister for Education the estimated amount of money spent on the Educational Testing Service. [33101/20]

Amharc ar fhreagra

Freagraí scríofa

As was announced on 30 September, my Department engaged the services of Educational Testing Service (ETS), a US-based non-profit organisation which specialises in educational measurement, to review essential aspects of the coding underpinning the Leaving Certificate Calculated Grades model. This engagement was initiated following the discovery of errors in the coding. ETS submitted their report of the review to my Department on 03 October.

The value of the contract with ETS was 25,221 USD.

As a result of the work undertaken by ETS, some further work had to be undertaken by the organisation which falls outside the scope and estimate of the original contract..

ETS’s assistance in relation to the coding of the Calculated Grades model has also been sought in the context of litigation in this area to which my Department is a party.

The overall cost of services provided by ETS has not yet been finalised.

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