Written Answers Nos. 990-1007
990. Deputy Réada Cronin asked the Minister for Education further to Parliamentary Questions 397 and 398 of 31 May 2022, if her Department could examine the figures provided in view of the fact that in a reply to a previous Parliamentary Question the figure was 730 (details supplied); and if she will make a statement on the matter. [29629/22]
Amharc ar fhreagraEnsuring that every child with special educational needs gets a suitable education is a priority for the Department of Education.
This year, the Department of Education will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. The numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The Department and the NCSE is planning for special school and special class provision nationwide on an ongoing basis. In recent years the NCSE has enhanced their long term forecasting models and there has been increased engagement and coordination between the Department and the NCSE. This enhanced long term forecasting model and engagement allows for a more efficient and streamlined process of establishing special education places. It allows us to make the best use of our expertise, information and knowledge to help inform decisions around education provision.
Since 2011, the number of special classes in mainstream schools has increased from 548 to a current total of 2,148 for the 2021/2022 school year.
Budget 2022 has provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places this year. This additional provision will bring the total number of special classes to 2,435 in the 2022/2023 school year.
My Department provides funding through a Home Tuition Grant Scheme towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school, outlined below.
Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances.
The Department provides home tuition grant schemes to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school,
This strand of the Home Tuition Scheme provides funding towards a compensatory educational service for children with special educational needs for whom such a placement is not available. The scheme also provides for early educational intervention for children with Autism Spectrum Disorder (ASD) ,who meet the scheme’s criteria, aged from 2.5 - 5 years before they start in school.
Children aged 4 years and over, including those with ASD, may enrol in primary placements (including special class and special schools placements). All children must be enrolled in the primary school system, whether through placement in mainstream classes, in special classes or in special schools in the September prior to their sixth birthday.
In such circumstances the NCSE will actively engage at local level with schools, Patron Bodies and the families to ensure that suitable places are provided as soon as possible.
If, following completion of that work, the NCSE has not been able to establish the required school placements it can activate the provisions contained in section 37A of the Education Act 1998 if required.
The medical strand of the Home Tuition Scheme provides funding towards a compensatory educational service for students, enrolled in schools, with significant medical conditions which has caused, and is likely to continue to cause, major disruption to their attendance at school.
In exceptional cases the Department will provide home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which causes major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the re-integration of the student in their school.
The following table outlines the number of home tuition sanctions for the last 2 years under the different categories.
|
2020/21 |
2021/22 |
|
|
Special Education Home Tuition Schemes |
||
|
Age 2.5yrs – 6yrs* |
775 |
765 |
|
Age 6yrs+ ** |
86 |
77 |
|
Medical |
227 |
195 |
|
Mental Health |
346 |
291 |
* These relate in the main to the early intervention supports available to students before they commence in primary school.
** These children with SEN were 6 years old when sanction was approved and without the offer of a school place.
991. Deputy Alan Dillon asked the Minister for Education the reason that a special school (details supplied) was allocated an additional class teacher due to the increasing numbers of children with autism enrolling but did not get an additional SNA post to support the new class. [29630/22]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
SNA support is allocated to special classes and special schools by the National Council for Special Education (NCSE). The NCSE have published the SNA allocations on their website www.ncse.ie.
Under the allocation model for special classes and special schools, the SNA allocation can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time. There is a prescribed special class to SNA ratio.
ASD special classes have an allocation of 1 teacher and 2 SNA posts to cater for the educational and care needs of 6 students.
Additional SNA support may also be sanctioned by the NCSE where there are individual children who have significant care needs which require support above the level of support already sanctioned to the school. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
My Department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.
992. Deputy Claire Kerrane asked the Minister for Education the status of the payment announced for bus operators that provide school transport to assist with rising costs; and if she will make a statement on the matter. [29703/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021. In the region of 5,800 vehicles are operated by private contractors under contract to Bus Éireann for the provision of school transport scheme services.
With regard to the increasing price of fuel in recent months, my Department has been liaising with other relevant departments and the Department of Public Expenditure and Reform on this matter. I am pleased to confirm that a contribution at a total cost of €5.3 million will be provided to address the impact of the increased cost of fuel for Quarter 1 and Quarter 2 of 2022 for contractors operating on the Department’s school transport scheme.
Bus Éireann have advised the Department they are currently making arrangements for processing payments to contractors and they plan to commence payments in the coming weeks.
993. Deputy Michael McNamara asked the Minister for Education if she will advise on the case of two children (details supplied) regarding a school transport pick-up point; and if she will make a statement on the matter. [29715/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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 my Department's Primary School Transport Scheme children are eligible for school transport where they reside not less than 3.2 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Parents or guardians are expected to make suitable arrangements to bring their children to and from the school bus.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Safety of children travelling on the school transport services is of paramount importance to the Department and to Bus Éireann. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Bus Éireann advised this family is eligible for School Transport to their school of attendance. Bus Éireann has also advised a new pick up point is being finalised in the location mentioned by the Deputy for the 2022/23 school year. The family will be contacted with further information when available.
994. Deputy Niamh Smyth asked the Minister for Education her strategy to tackle cyberbullying and harassment, particularly of children; and if she will make a statement on the matter. [29723/22]
Amharc ar fhreagraThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. The Action Plan contains 12 actions that focus on the provision of support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed. A number of these actions have been implemented in full while others, which by their nature involve continuous action, are the subject of ongoing implementation.
As part of the implementation of the Action Plan, anti-bullying procedures for all primary and post primary schools, which include a specific reference to cyberbullying, were published at the beginning of the 2013/14 school year. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere. They include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
Support and resources in the area of online safety and digital citizenship are provided by Webwise. Webwise promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents/guardians and learners themselves with consistent and relevant messages. Webwise and PDST Technology in Education are currently developing a new online cyberbullying course which seeks to inform teachers and school leaders about cyberbullying and outlines a school’s role in relation to creating an anti-cyberbullying culture and promoting student wellbeing including online wellbeing. This course aims to provide both primary and post-primary teachers with the knowledge, resources and confidence needed to teach about cyberbullying and deal with cyberbullying incidents as they arise.
There are also extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum and the Professional Development Service for Teachers (PDST), to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying.
A new Digital Strategy for schools, the Digital Strategy for Schools to 2027, was published in April. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. Online safety and the safe and ethical use of digital technologies is a key component of the new Strategy. The Strategy will continue to work towards ensuring that learners have the opportunity to develop their digital skills so that they can navigate the digital world in a confident and competent manner and that their voices are heard and taken into account in further developments in this area.
As the Deputy may be aware, in February of this year I established a Steering Committee to review the 2013 Action Plan on Bullying. This Steering Committee is chaired externally by Dr. Noel Purdy of Stranmillis University College in Antrim. This review involves significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and also involves consultation with a broad range of education stakeholders, including parents and students, school management bodies and teacher and school staff unions.
The review will take account of the significant developments and relevant research since the action plan was published in 2013. It will specifically consider cyber bullying, identity bullying and sexual harassment, among other areas.
The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health which was published last August.
The Steering Committee consists of senior officials from the Department of Education, including the Inspectorate and the National Educational Psychological Service, representatives of the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU), the Department of Children, Equality, Disability, Integration and Youth, the National Anti-bullying Research Centre in DCU and other external experts and representatives of advocacy organisations which include BelongTo, Webwise, Parentline National Traveller Women’s Forum, Women’s Aid and the Independent Living Movement Ireland. The Steering Committee has held six meetings to date.
The Anti-bullying procedures for Primary and Post Primary Schools will also be reviewed and updated in parallel with this work. A working group comprised of representatives from each of the relevant management bodies and teacher and school staff unions, along with representatives from the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU) and the National Anti-bullying Research Centre in DCU has been established to review the anti-bullying procedures.
995. Deputy Emer Higgins asked the Minister for Education when works on a school building project (details supplied) will begin; and if she will make a statement on the matter. [29730/22]
Amharc ar fhreagraMy Department has recently authorised the Design Team for the building project in question to proceed to retender the project. An application for a new planning permission will also have to be made, due to a change in the Planning Acts introduced by the Dept. of Housing, Local Government and Heritage in Sept 2021 which removed the option to extend a planning permission. The application for a new planning permission will be run in parallel with the new tender process.
996. Deputy Sorca Clarke asked the Minister for Education the number of full school-based summer programmes for special education schools and classes in counties Longford and Westmeath for 2022; and if she will make a statement on the matter. [29734/22]
Amharc ar fhreagraIn May 2022 the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
Building on the 2021 programme, all primary and post primary schools can offer a summer programme and in line with last year’s funding, there is up to €40 million available to provide for this year’s programme.
A key objective of this year’s scheme is to increase the number of schools offering the summer programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements.
An online registration portal was available for schools to register their participation in this year’s programme with a closing date of 9 June 2022, and it remains open for schools to contact the Department in respect of the Summer Programme.
997. Deputy Michael Ring asked the Minister for Education the position in relation to the July Provision for a child (details supplied); and if she will make a statement on the matter. [29763/22]
Amharc ar fhreagraIn May 2022 the Government announced the Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The total funding available to provide summer programmes this year is up to €40 million.
The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The programmes on offer this summer include:
- Special Classes and Special School Programme in primary (2-5 week programme).
- Inclusion Programme (Primary) for all primary schools for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.
- Inclusion Programme (Post-Primary) for all post-primary schools (2 weeks) for students with complex needs and those at greatest risk of educational disadvantage
- DEIS Numeracy and literacy Camps/Campaí Samhraidh in DEIS primary schools (one week per camp)
- Home based provision for students with complex needs where no school-based programme is available (4 weeks – 40 hours)
The Special Class and Special School Programme is open to all pupils attending special classes and special schools. The Primary Inclusion Programme is open to pupils who have complex needs and those who are most at risk of educational disadvantage.
For the purposes of the Primary and Post Primary Inclusion Programmes, pupils with complex needs are defined as:
Students presenting with the most significant needs in mainstream classes in primary and post-primary schools who are accessing the highest level of the Continuum of Support (School Support Plus). This will include a small number of students with enduring needs which significantly affect their capacity to learn, to function independently and to participate in education. These students require highly individualised and differentiated learning programmes that are significantly different to their peers. These students may present with the following:
- Significant needs with physical and/or sensory functioning (including students who are Deaf or have severe to profound hearing loss and students who are blind or have a severe to profound visual impairment)
- Significant needs in cognitive functioning and independence/daily living skills (including students who have moderate to severe OR significant/profound learning disability)
- Significant needs in social communication, social interaction combined with rigid repetitive patterns of behaviour (including students with Autism)
- Students with Down syndrome
- Students with severe OR significant emotional behavioural needs to the extent that these behaviours of concern are impacting on a student’s ability to learn, to function independently and to participate fully in school life.
Children who meet the above criteria and are entering primary school in September 2022 are also eligible for the Primary Inclusion Programme.
Once places have been allocated to pupils with complex needs as outlined above, schools may offer places to pupils who they consider to be at risk of educational disadvantage.
The home-based programme is available to all pupils with complex needs where a school based programme is not available for them.
998. Deputy Neale Richmond asked the Minister for Education if her attention has been drawn to the planned location of a school (details supplied); if she recognises the stress and concerns that this is causing among parents; and if she will make a statement on the matter. [29929/22]
Amharc ar fhreagra999. Deputy Neale Richmond asked the Minister for Education the rationale behind the decision to move the location of a school (details supplied); and if she will make a statement on the matter. [29930/22]
Amharc ar fhreagraI propose to take Questions Nos. 998 and 999 together.
The school to which the Deputy refers opened in 2019 in a building in Sandyford Business Park. The landlord of this building has recently agreed to extend the lease until July 2023.
1000. Deputy Patricia Ryan asked the Minister for Education the number of section 37 A notices that have been issued in counties Kildare and Laois in the past two years; her plans to issue more notices in these areas in the near future; and if she will make a statement on the matter. [29940/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The Minister has powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
This legal power to compel schools to open new special classes is only used where the following criteria apply:
- there is established need for additional places in an area
- it is considered that the schools involved in the Section 37 process have capacity to open the additional classes and
- all reasonable efforts have been made to support these schools in making the required provision.
The legislation has been used twice to date; initially in the Dublin 15 area in 2019 and more recently in the South Dublin area in 2020 in respect of primary school provision only. The legislation has not been used in the areas referenced by the Deputy. I recently announced that the process has been initiated for a third time in relation to the provision of special class places at primary and special school places in the Dublin region.
The Section 37 process is one of the tools available to the Department to ensure that adequate suitable education provision is made for children with special needs and it is not a substitute for advance planning.
All parties would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from the Minister. The evidence available this school-year is that schools are willing to work collaboratively with the Department and NCSE on the provision of new school places for children with special educational needs and I am grateful to all concerned for their ongoing work in this regard.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
1001. Deputy Patricia Ryan asked the Minister for Education the number of special education needs organisers in County Kildare; and if she will make a statement on the matter. [29964/22]
Amharc ar fhreagra1002. Deputy Patricia Ryan asked the Minister for Education the number of special education needs organisers in County Laois; and if she will make a statement on the matter. [29965/22]
Amharc ar fhreagraI propose to take Questions Nos. 1001 and 1002 together.
The National Council for Special Education (NCSE) is a statutory body established under the Education for Persons with Special Educational Needs (EPSEN) Act 2004. It was set up to improve the delivery of education services to persons with special educational needs arising from disabilities, with particular emphasis on children.
NCSE has responsibility for co-ordinating and advising on the education provision for children nationwide in line with my Department's policies.
NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.
As the Deputy’s question relates to the NCSE, I will arrange to have it referred to the NCSE for their attention and direct reply.
1003. Deputy Jim O'Callaghan asked the Minister for Education if her Department is in full compliance with the Commission Recommendation (EU) 2022/554 of 5 April 2022 on the recognition of qualifications for people fleeing Russia’s invasion of Ukraine; if she will set out a list of the professional qualifications or professions recognised under the aegis of her Department; if Ukrainian qualifications are now recognised in each case; if electronic applications can be made for such recognition; the web address or email address to which such applications should be sent, or if physical application is necessary; and the exact procedures and address for such applications. [29977/22]
Amharc ar fhreagraThe teaching profession is the only profession falling under my Department's responsibility in terms of formal recognition of qualifications. I can advise the Deputy that under the Teaching Council Acts 2001-2015, the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. It acts in the interests of the public good while upholding and enhancing standards in the teaching profession.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016. It is a requirement under Section 30 of the Act for teachers to be registered with the Teaching Council in order to receive payment from State funds.
The Teaching Council has developed a tailored registration process to support the registration of qualified Ukrainian teachers who have been granted Temporary Protection under the EU Temporary Protection Directive, and that process is in line with the requirements of the Commission Regulation. At least one Ukrainian teaching qualification has already been recognised.
A dedicated email, ukrainianteachers@teachingcouncil.ie has been set up to support applicants, with processing of applications received underway.
By way of background, on 5th April 2022, the European Commission published Recommendation (EU) 2022/554 concerning the recognition of qualifications for people fleeing Russia's invasion of Ukraine. This recommendation addresses the access of those fleeing the war to regulated professions. It provides Member States' authorities with guidance and practical advice to ensure a quick, fair and flexible recognition process. Its stated goal is to help those fleeing the war to find a path to meaningful employment, while facilitating their integration. The Recommendation, inter alia, encourages Member States to:
- reduce the formalities for recognition of professional qualifications to a minimum;
- speed up the process by putting in place fast-track procedures for handling applications of professionals enjoying temporary protection;
- ensure that only essential documents are required;
- accept other forms of proof than original documents (e.g. digital copies);
- dispense with certain requirements, e.g. not asking for certified translations.
To support the implementation of this Recommendation, the European Commission is hosting a number of focused meeting with EU Member States. Ireland has been represented at these meetings by the Department of Further and Higher Education, Research, Innovation and Science, as part of its national coordination role for Directive 2005/36/EC on the recognition of professional qualifications.
This work with the European Commission is ongoing in relation to the recognition of professional qualifications of Ukrainian people in Ireland to ensure an EU-wide appropriate response.
1004. Deputy Jackie Cahill asked the Minister for Education if she will ensure the provision of a special needs assistance for a child (details supplied) with cerebral palsy who has very limited mobility; and if she will make a statement on the matter. [29998/22]
Amharc ar fhreagraThe availability of SNAs is critical to the inclusion of students with significant care needs in education and in school life. The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
I can inform the Deputy that schools were notified of the arrangements for the allocation of Special Needs Assistant (SNA) support in respect of students in mainstream classes for the 2022/2023 school year on 31 May 2022. The arrangements include the following provisions:
- SNA allocations for the 2022/23 school year are being maintained at existing levels to give schools clarity and certainty, a process is now available to schools where their change needs have reduced to contact the National Council for Special Education (NCSE) so as to ensure that resources are focused on schools with the greater care needs.
- The exceptional review process can result in an increase or decrease in SNA resources depending on changing care needs in a school.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to their allocation.
If a school wishes to make an exceptional needs review appeal they may do so at the following link: ncse.ie/for-schools
Schools have maintained their SNA allocations since 2019 and in addition an average of 1,000 SNAs per annum have been allocated to schools since that time in 2020 and again in 2021. This year 1,165 extra SNAs will be allocated to schools for the 2022/23 school year – 620 in special schools and classes and 545 across mainstream setting. This will bring the total of SNAs in our schools to 19,169 – a record number of SNAs supporting children with special educational needs.
1005. Deputy Richard Bruton asked the Minister for Education if her Department makes any allowance in the budget provision for a school (details supplied) which has to operate across two separate sites. [30011/22]
Amharc ar fhreagraFunding for all recognised primary schools in the free education scheme is dealt with on a per capita basis.
The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc., and the ancillary services grant to cater for the cost of employing ancillary services staff.
The school referred to by the Deputy will receive €158,420 in respect of capitation funding in 2022, €81,435 for Capitation and €76,985 for Ancillary Services.
Schools are permitted to regard the capitation and ancillary services grants as a combined grant and Boards of Management have autonomy on how they use and prioritise this funding to meet their day to day running costs, including for the provision of secretarial and caretaker services
There is no provision for additional payments outside of those outlined above.
The Minor Works Grant is capital funding provided each school year to all Primary schools in the free scheme which provides good flexibility to address issues at local school level. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under minor works scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and physical education equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.
It is open to the school to make an application under the Summer Works Scheme. The purpose of the Summer Works Scheme is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
It is also open to the school to make an application under the Emergency Works Scheme in emergency situations.
The Emergency Works Scheme ensures the availability of funding for urgent works to schools that need resources as a result of an emergency situation, or to cater for special needs pupils who have enrolled.
An emergency is a situation which poses an immediate risk to health, life, property or the environment, that happens in sudden, unforeseen circumstances and requires immediate action, and if not corrected, would prevent the school, or part of it, from opening.
1006. Deputy Richard Bruton asked the Minister for Education if she will provide an update on when it is expected that construction will commence for a new school (details supplied). [30013/22]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design.
In October 2020, my Department authorised DDLETB and its Design Team to commence the pre-qualification process to select a shortlist of contractors, in parallel with my Department’s review of the stage 2(b) submission for this project.
The Stage 2(b) report has been reviewed and my Department has received Design Team confirmations from each member of the Design Team that they have carried out a final review of all of its tender documentation to ensure compliance with Department requirements.
DDLETB and it's design team advise that they are currently concluding the final prequalification process. Once complete, and subject to no issues arising, the project will then proceed to Stage 3 - Tender Action
1007. Deputy Mattie McGrath asked the Minister for Education when a decision will be made on a DEIS appeal (details supplied); and if she will make a statement on the matter. [30016/22]
Amharc ar fhreagraI announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.
When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly to allow schools time to plan for the 2022/23 school year.
