Written Answers Nos. 611-630
611. Deputy Paul Murphy asked the Minister for Education the schemes that exist for schools to apply for funding for more substantial structural work than would normally be covered by summer and emergency works schemes, for example replacement of roof, walls or the construction of new buildings. [34085/22]
Amharc ar fhreagraI would like to inform the Deputy that the Summer Works Scheme does provide for a variety of categories of works including substantial structural works such as the replacement of roofs.
The Department's Additional School Accommodation (ASA) Scheme is the main mechanism for provision of additional capacity in schools. Decisions on applications received from schools are based on demographics or special needs accommodation requirements that are not already met in the school or local area.
612. Deputy Michael Creed asked the Minister for Education if she will urgently review the design brief in respect of a new school (details supplied) in County Cork given the current enrolment and the projected population growth in the area and the demand for additional classroom accommodation in adjacent new primary school buildings; and if she will make a statement on the matter. [34091/22]
Amharc ar fhreagraA major building project for the school referred to by the Deputy is being delivered under the Department’s ADAPT Programme. The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction. The tender process to appoint a Project Manager has just been completed.
The first step to be undertaken by the Project Manager will be the tender competitions for the appointment of design teams for a number of school building projects. This will include the appointment of the Design Team to progress the proposed project. The Department has recently written to the school authorities in relation to the appointment of the Project Manager who will advise of further developments in relation to the design team appointments.
The project will provide for a new school building on the new site to accommodate an enrolment of 350 pupils plus 4 classes for children with special educational needs. The site will also be master planned to accommodate any potential future expansion requirement should this be required.
The school in question is one of three post primary schools in the School Planning Area (SPA). The post primary projections for the SPA indicate a requirement for 992 pupils with the peak year being 2023. This figure is projected to decline thereafter with an expected reduction by almost 100 pupils by 2027. The three schools between them have a total enrolment in 2021/22 of 962 pupils.
The primary school enrolment for this SPA is projected to have peaked in 2020 with numbers seeking enrolment at post-primary level therefore expected to be reflected in a reduced demand for places in the three existing post-primary schools.
On the basis of the above, the Department considers that the provision of a school on the basis of a Long Term Projected Enrolment of 350 will cater for the projected demographic demand in the SPA.
613. Deputy Brendan Griffin asked the Minister for Education the steps that she is taking to ensure the survival of a school (details supplied); and if she will make a statement on the matter. [34193/22]
Amharc ar fhreagraI wish to advise the Deputy, that the decision making authority for a school closure belongs to the Patron of a school. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level. In the case referred to by the Deputy, I can confirm that the Department of Education provides and continues to provide all appropriate funding to the school referenced.
614. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she has plans to raise the grant amount for school transportation in view of the huge increase in fuel prices and the lack of any increase in the past number of years [34213/22]
Amharc ar fhreagra632. Deputy Mairéad Farrell asked the Minister for Education if she intends to increase the rates of pay of the special transport grant for children with special educational needs, given the increased cost of fuel; and if she will make a statement on the matter. [34507/22]
Amharc ar fhreagraI propose to take Questions Nos. 614 and 632 together.
School 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.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Following the application process where there is a transport service available for eligible children, Bus Éireann will liaise with eligible families regarding the school transport arrangements. Where there is no service available for eligible children, School Transport Section of my Department will liaise with families with regard to sanction of a special transport grant toward the cost of private transport arrangements.
While there are currently no plans to amend transport grant rates at this time, the Government announced a reduction in excise on fuel will resulted in a decrease in the cost of fuel. The reduction of 20 cent per litre on petrol and 15 cent per litre on diesel will be in place until 31 August at an estimated cost of €320m. This is a national measure aimed at easing the financial burden on contractors and families at this time.
The Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes. The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Steering Group will continue to report to me on an interim basis as the review progresses.
615. Deputy Willie O'Dea asked the Minister for Education her plans to address the lack of ASD units in primary schools in Limerick; the details of the new ASD units coming on stream in Limerick in September 2022; and if she will make a statement on the matter. [34223/22]
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 a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
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.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that 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.
I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in the Limerick area as referenced by the Deputy. Work has been underway with stakeholders for a number of years in this area to meet the demand for places.
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.
NCSE is continuing to engage with schools regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education
The list of special schools is available on the NCSE website at the following link: ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf.
and for special classes at: ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf.
616. Deputy Willie O'Dea asked the Minister for Education if she plans to include schools (details supplied) in the School Transport Programme.; and if she will make a statement on the matter. [34232/22]
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.
Bus Éireann has confirmed that details for the school, referred to by the Deputy, are available on the Bus Éireann family portal for school transport applications. Families can select this school when they are applying for school transport.
Families can contact Bus Éireann directly or the School Transport Section in the Department of Education at: school_transport@education.gov.ie or phone 057 9325466 if they have any queries.
617. Deputy Willie O'Dea asked the Minister for Education if her attention has been drawn to the consternation among pupils and teachers of Irish over the recent Junior Certificate exam paper; her views that the strong focus on literature and creative writing in the Irish exam with no oral element which could be detrimental to the language in the long run given that it could discourage students from opting for the higher-level Leaving Certificate paper; and if she will make a statement on the matter. [34239/22]
Amharc ar fhreagraFollowing extensive stakeholder consultation, new L1 and L2 specifications for Junior Cycle Irish were introduced in September 2017. Due the disruption to learning and cancellation of the summer 2020 and 2021 Junior Cycle examinations as a result of the Covid-19 pandemic it was not possible for students to engage with the final assessment component which is set by the State Examinations Commission until this year. The cohort of students currently taking Junior Cycle examinations are therefore the first to have engaged with the full range of learning and assessment experiences in line with the specifications for Junior Cycle Irish.
As part of the ongoing cycle of curriculum redevelopment, the NCCA reviews the enactment of subject specifications by conducting interim reviews once each subject specification has been experienced across the three-year span of the Junior Cycle. The purpose of such reviews is to capture feedback from teachers, students and stakeholders on their experiences of the new specifications. In February 2021, the NCCA opened a public consultation on draft L1 and L2 specifications for Leaving Certificate (established) Irish. In response to subsequent stakeholder requests, the NCCA extended the timeline for this consultation and also undertook to conduct and early enactment review of the specifications for Junior Cycle Irish. Accordingly, the NCCA commissioned Dublin City University to conduct this review which I am advised is expected to be completed later this year. The draft report, will in due course, be presented to NCCA Council for consideration.
618. Deputy Réada Cronin asked the Minister for Education the number of children with SEN that are currently sanctioned for home tuition on the grounds that they do not have a school placement or an early intervention class placement; the same data for the past five years in tabular form; and if she will make a statement on the matter. [34298/22]
Amharc ar fhreagra620. Deputy Réada Cronin asked the Minister for Education the number of children with SEN in County Kildare who are currently sanctioned for home tuition on the grounds that they do not have a school placement or an early intervention class placement; the same data for the past five years in tabular form; and if she will make a statement on the matter. [34300/22]
Amharc ar fhreagraI propose to take Questions Nos. 618 and 620 together.
The purpose of the Home Tuition Grant Scheme is 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.
The aim of the Department is to meet the needs of families and to ensure every child is allocated a suitable school placement. The preferred approach is that children are educated in school settings where children may have access to fully qualified teachers, individualised education programmes, special needs assistants, school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with student peers.
Accordingly, home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement.
The Special Education Needs 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 enroll 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.
The applicable criteria under which children qualify for Home Tuition support are set out in Circular 0046/2022.
Details of the number of applications for Home Tuition support which were sanctioned for the last five years, for which information, is available in the table below. These figures relate to sanctions provided for the school year, in may cases places are found for children during the course of the school year.
|
2017/18 |
2018/19 |
2019/20 |
2020/21 |
2021/22 |
|
|
SEN Home Tuition |
|
|
|
||
|
ASD Early Intervention (2.5 – 3yrs) |
206 |
158 |
120 |
106 |
110 |
|
Age 3+ – 6yrs* |
806 |
779 |
632 |
670 |
702 |
|
Age 6yrs+ |
61 |
54 |
79 |
86 |
69 |
|
|
|
|
|
|
|
|
No for Kildare Sanction – Who do not have a school placement or an early intervention class placement (3+ - 6yrs and 6+ categories) |
26 |
25 |
22 |
30 |
33 |
*These relate in the main to the early intervention supports available to students before they commence in primary school.
619. Deputy Réada Cronin asked the Minister for Education the number of children with SEN who are awaiting assessment to be sanctioned for home tuition in the absence of a school placement or early intervention class placement; and if she will make a statement on the matter. [34299/22]
Amharc ar fhreagra621. Deputy Réada Cronin asked the Minister for Education the number of children with SEN in County Kildare who are awaiting assessment for sanction for home tuition on the grounds that they do not have a school placement or an early intervention class placement; and if she will make a statement on the matter. [34301/22]
Amharc ar fhreagraI propose to take Questions Nos. 619 and 621 together.
The purpose of the Home Tuition Grant Scheme is 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.
The aim of the Department is to meet the needs of families and to ensure every child is allocated a suitable school placement. The preferred approach is that children are educated in school settings where children may have access to fully qualified teachers, individualised education programmes, special needs assistants, school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with student peers.
Accordingly, home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement.
The scheme provides a compensatory educational service for
- Children with special educational needs seeking an educational placement in a recognised school
- 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
- The scheme also provides Home Tuition for pre-school/early educational intervention for children with autism who meet the schemes eligibility criteria.
The applicable criteria under which children qualify for Home Tuition support are set out in Circular 0046/2022.
Home Tuition support is not provided only on the basis of an assessment but where it is part of the application process, the Department would only receive information when an assessment is complete. Therefore, the Department does not have data on the number of special educational needs children awaiting an assessment for home tuition sanction, in the absence of a school place.
622. Deputy Réada Cronin asked the Minister for Education the cost to the Exchequer of providing home tuition to SEN children on the grounds that they are without a school placement or an early intervention class placement; if her Department can compare and contrast such cost with that of an in-school place per child; and if she will make a statement on the matter. [34302/22]
Amharc ar fhreagraThe purpose of the Home Tuition Grant Scheme is 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.
The aim of the Department is to meet the needs of families and to ensure every child is allocated a suitable school placement. The preferred approach is that children are educated in school settings where children may have access to fully qualified teachers, individualised education programmes, special needs assistants, school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with student peers.
Accordingly, home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement.
The scheme provides a compensatory educational service for
- Children with special educational needs seeking an educational placement in a recognised school
- 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
- The scheme also provides Home Tuition for pre-school/early educational intervention for children with autism who meet the schemes eligibility criteria.
Each of the strands of the scheme prescribe the hours available for allocation. For children with Autism aged from 2.5 years to 3 years the number of tuition hours available is 10 hours per week. From 3 years, for children with Autism for whom school placements are not available, the number of available tuition hours is 20 per week.
For children with special educational needs over 4 years for whom school placements are not available, the number of available tuition hours is 20 per week.
The applicable criteria under which children qualify for Home Tuition support are set out in Circular 0046/2022.
The hourly rate for a Primary qualified teacher providing tuition to a primary school pupil is €43.34.
The hourly rate for a Post-Primary qualified teacher providing tuition to a post-primary school pupil is €47.55.
A modified rate of €35.69 per hour will apply in a number of circumstances teachers providing tuition to pupils in sectors in which they are not qualified.
Over 1,400 families were supported by Home Tuition grant funding under the various Department Scheme in the 2020/21 school year with an allocation of approximately €17 million.
The profile cost per children with special education needs various greatly depending on their individual strengths and needs. The details of the individual educational needs will inform supports and services which will be required to meet those needs. There are many supports and agencies feeding into this process such as additional supports such as Special Needs Assistants (SNA), Special Education Teachers (SET) and agencies such as National Educational Psychological Service (NEPS) and the National Council for Special Education (NCSE). Therefore, the cost of an in-school place per child varies greatly from case to case for this reason the comparison with a child on home tuition is not available.
623. Deputy Jennifer Carroll MacNeill asked the Minister for Education if she will provide a detailed update on any audits carried out by the NCSE of a school (details supplied); and if she will make a statement on the matter. [34310/22]
Amharc ar fhreagraEnabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education and Inclusion, for my Department and for the National Council for Special Education (NCSE).
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.
As a result, the number of special education teachers, special needs assistants and special class and special school places are at unprecedented levels.
Notwithstanding the extent of this investment, there are some parts of the country, and particularly Dublin, where increases in population and other issues have led to concerns regarding a shortage of special class and special school places.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
A range of strategic initiatives have been put in place with the NCSE in recent years to support and expand special educational needs provision in schools throughout the country.
These initiatives include enhanced arrangements for the planning and coordination of SEN provision requirements involving my Department, NCSE and key stakeholders such as Patrons and Management Bodies.
Our planning utilises the Department’s Geographic Information Management System (GIS) to support a strategic and coordinated approach to the delivery of SEN provision. This includes “real-time” data on capacity across the school system.
This has resulted in a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.
I am satisfied that this approach is delivering.
This intensive intervention has seen over 300 special classes already opened nationwide for the 2021/22 school year as well as the establishment of two new special schools in Cork and Dublin last September.
This targeted approach will continue in identifying and meeting demand for special education placements throughout the country.
As Minister for Special Education and Inclusion, I recently announced that the Section 37A process to compel schools to increase SEN provision has been initiated for a third time and that this process is now underway.
The NCSE has formally written to me, as Minister of State, to advise me that it has formed an opinion that there is insufficient special class capacity in primary schools and special school capacity in Dublin. The second stage of the process is now complete. I have informed the NCSE in relation to planned additional provision of education for children with special educational needs and available land and buildings. The NCSE will now provide a detailed report on the matter to me, which will consider existing provision, any relevant proposed building works and which schools may be able to provide additional provision. In preparing this report, the legislation requires the NCSE to consult school patrons, national parent bodies, school management bodies and teacher unions. I have insisted that this be done as quickly as possible, and I expect that will be the case.
It would not be appropriate therefore for me to comment on NCSE's engagement with individual schools.
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 in this school year is that schools are willing to work collaboratively with the Department and the NCSE on the provision of new school places for children with special educational needs.
I am grateful to all concerned for their ongoing work in this regard.
624. Deputy Duncan Smith asked the Minister for Education if she will ensure that all outstanding works at a school (details supplied) will be completed by early September 2022 in order to provide adequate facilities for the pupils of this school; and if she will make a statement on the matter. [34311/22]
Amharc ar fhreagraI would like to inform the Deputy that Dublin Dun Laoghaire Education and Training Board (DDLETB) were granted funding on behalf of the school in question under my Department's Emergency Works Scheme to carry out roof works.
This devolved project is managed by DDLETB and they are responsible for the delivery of the necessary works.
625. Deputy Alan Farrell asked the Minister for Education if she has considered allowing parents of siblings who are eligible for the Summer Provision Programme to apply for separate hours of tuition based on their needs; and if she will make a statement on the matter. [34339/22]
Amharc ar fhreagraUnder the home-based summer programme the allocation is 10 hours per week for 4 weeks where a student’s school is not participating in a school-based programme. The allocation is done on a per household basis with adjusted allocations for siblings.
Allocations of time for siblings broadly reflect how children may be grouped if they were in the same class at school. This is where one teacher is allocated to a class of six students with complex needs in schools.
However to meet the specific needs of different siblings with special needs in the home, an increased shared allocation is provided for siblings as set out in the table below:
|
Number of siblings participating in home-based programme |
Number of hours allocated per week to be shared between participating siblings |
|
Two |
15 hours per week shared for four weeks (60 hours shared total) |
|
Three |
20 hours per week shared for four weeks (80 hours shared total) |
|
Four |
25 hours per week shared for four weeks (100 hours shared total) |
|
Five |
30 hours per week shared for four weeks (120 hours shared total) |
|
Six |
35 hours per week shared for four weeks (140 hours shared total) |
The scheme is responsive as it allows for circumstances where additional hours can be provided, as outlined below, when children have differing levels of need, school setting or residence.
Separate allocations of 10 hours per week will be provided to a child where that child is:
- Attending school at a different educational level to their sibling – (i.e. one child is primary and the other is post-primary)
- One child is in a specialised setting (i.e. one child in a special class or a special school and the other child in mainstream)
- Where two eligible children are each in a specialised setting (i.e. a special class or a special school)
- Or where one sibling is living in a separate home.
However, if there is further supporting information in relation to any of the above criteria this can be provided to the Department for consideration at: homebasedsummerprogram@education.gov.ie.
626. Deputy Niamh Smyth asked the Minister for Education if she will review correspondence (details supplied); if she can address the issues outlined; and if she will make a statement on the matter. [34345/22]
Amharc ar fhreagraFollowing extensive stakeholder consultation, new L1 and L2 specifications for Junior Cycle Irish were introduced in September 2017. Due the disruption to learning and cancellation of the summer 2020 and 2021 Junior Cycle examinations as a result of the Covid-19 pandemic it was not possible for students to engage with the final assessment component which is set by the State Examinations Commission until this year. The cohort of students currently taking Junior Cycle examinations are therefore the first to have engaged with the full range of learning and assessment experiences in line with the specifications for Junior Cycle Irish.
As part of the ongoing cycle of curriculum redevelopment, the NCCA reviews the enactment of subject specifications by conducting interim reviews once each subject specification has been experienced across the three-year span of the Junior Cycle. The purpose of such reviews is to capture feedback from teachers, students and stakeholders on their experiences of the new specifications. In February 2021, the NCCA opened a public consultation on draft L1 and L2 specifications for Leaving Certificate (established) Irish. In response to subsequent stakeholder requests, the NCCA extended the timeline for this consultation and also undertook to conduct and early enactment review of the specifications for Junior Cycle Irish. Accordingly, the NCCA commissioned Dublin City University to conduct this review which I am advised is expected to be completed later this year. The draft report, will in due course, be presented to NCCA Council for consideration.
627. Deputy Jennifer Whitmore asked the Minister for Education when the additional temporary school building will be available for use by a school (details supplied);; and if she will make a statement on the matter. [34357/22]
Amharc ar fhreagraMy Department can confirm that the assigned certifier for the school to which the Deputy refers is to upload the documentation for BCAR (Building Control Amendment Regulations) by close of business on 28th June, 2022. The anticipated BCAR “validation” (21-day process) is expected by 19th July, 2022, however this may happen earlier. Once this is finalised, the school will then be handed over for occupation.
628. Deputy Jennifer Whitmore asked the Minister for Education if the past performance of construction companies will be taken into account as part of the tender process for new school builds; and if she will make a statement on the matter. [34358/22]
Amharc ar fhreagraProcurement approach for the delivery of all school building projects is set out in guidance and procedures published by my Department’s Planning and Building Unit.
In general, for Public Works contracts there are two methods of tendering (the Restricted procedure and the Open procedure).
In the case of tenders for the appointment of main building contractors for less complex school building projects of a small to medium scale, the Open procedure can be used and all contractors are entitled to submit a tender but must meet the minimum standards as set out in the invitation to tender (thus facilitating the inclusion of small to medium enterprises and those with no experience in educational projects). These contracts are generally awarded on the basis of lowest tender.
For larger or more complex school building projects, where it is considered that pre-qualification of contractors is warranted, the Restricted procedure is normally used. In the Restricted procedure, there is an intermediary qualification stage during which the numbers of applicants is reduced (or restricted) to a specified amount (normally 8 - 10). The pre-qualification process uses a combination of pass/fail criteria and qualitative criteria to establish the tender short-list including previous projects of a similar scale and nature that have been delivered by the Contractor.
629. Deputy James Lawless asked the Minister for Education the outcome of the options study for a school (details supplied); and if she will make a statement on the matter. [34419/22]
Amharc ar fhreagra630. Deputy James Lawless asked the Minister for Education when a school (details supplied) will be placed on her Department’s school building projects and capital projects list; if appropriate interim accommodation will be provided for the school; and if she will make a statement on the matter. [34424/22]
Amharc ar fhreagraI propose to take Questions Nos. 629 and 630 together.
As the Deputy is aware, it is intended that the permanent accommodation needs of the school to which he refers will be met in a former school building which is in the ownership of the school patron. In order to ensure that optimal use is made of this property, and in support of the achievement of Value for Money, the patron of the school appointed a consultant to undertake an Options Study of the property concerned.
The Options Study report has been received in my Department from the patron Kildare Wicklow Education and Training Board (KWETB) and is currently being assessed. It is my Department's intention to contact KWETB regarding the matter in the near future.
