Written Answers Nos. 179-199
179. Deputy Matt Shanahan asked the Minister for Education her views on whether her Department should reconsider its policy of grouping build projects under one single project management contract given the increasing difficulties within the building sector and regarding the management of new-build contracts; and if she will make a statement on the matter. [34955/22]
Amharc ar fhreagraMy Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
Procurement by its nature can be detailed and complex and my Department is very conscious of the need to support the school system with good procurement guidance and arrangements to facilitate strong NDP rollout.
The Planning & Building Unit has a number of consultant and contractor Frameworks in place that are used for call-off tenders in the appointment of construction teams to deliver on our capital works programme. These frameworks enable projects to be procured on a single or grouped basis. The frameworks are updated and regularly reviewed with regard to capacity and fitness for purpose.
My Department’s construction related frameworks include:
- Design & Build Framework: A panel of Construction companies/Joint Ventures used to deliver schools under the Design and Build works Programme.
- Regional Contractors Framework: A panel of contractors used to undertake emergency works and other urgent works.
- Modular Accommodation Framework: A Framework that provides access to companies providing temporary and modular accommodation. This includes a timber modular framework that will provide additional capacity and also assist with delivering on Climate agenda.
In addition, one of our strategic partners the NDFA who deliver devolved school projects on our behalf also have in place Project Management, Design and Contractor Frameworks from which school building projects are tendered.
Furthermore, the Capital Works Programme and individual schemes such as the summer works, energy retrofit, maintenance and emergency works provide many procurement opportunities across the entire country for small, medium and large scale consultants and contractors to tender and work on school projects. Our summer and emergency works schemes in particular by their nature of smaller scale, facilitate procurement often at a local level.
180. Deputy Verona Murphy asked the Minister for Education the cross-departmental discussions that she has had to improve access to ASD classes for all children needing a school place; and if she will make a statement on the matter. [28432/22]
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).
The Deputy will be aware of many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand SEN provision in schools throughout the country. An additional 300 special classes have opened in the current school-year providing 1,800 new placements. A further 315 special classes are already planned for 2022/23. Two new special schools opened in Cork and Dublin last September with two further special schools to open in these areas during the next school-year.
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
The Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year.
The Deputy will also be aware that my Department has actively engaged in reviewing and updating the relevant legislation at this time. Earlier this week the Government approved the text of an Education (Provision in Respect of Children with Special Educational Needs) Bill 2022. This legislation provides for a truncated and more streamlined Section 37A process and also places additional duties on schools to co-operate with the NCSE in relation to making additional provision for children with special educational needs.
My Department is also working with the Department of Health, the Department of Children, Equality, Disability, Integration & Youth and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic assessments and supports. This work is being coordinated by the Department of An Taoiseach.
Every support will be made available to progress additional special education capacity, in the shortest possible timeframe with a particular focus on Dublin. The NCSE is in ongoing contact with the families of children who have not yet secured a special class or special school placement for the 2022/23 school-year.
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.
181. Deputy Joe O'Brien asked the Minister for Education if the eligibility criteria for the post-primary school transport scheme can be amended to allow children to attend their nearest non-denominational school due to religious ethos on the same basis as those attending a minority religious school; and if she will make a statement on the matter. [34999/22]
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.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
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.
In relation to school transport provision, supports are provided to children with regard to the choice of schools in relation to ethos and language.
At Primary level, eligibility for school transport is to the nearest school, having regard to ethos and language.
At Post Primary level, eligibility for school transport is to the nearest education centre/school, subject to limited exceptions. The scheme has regard to ethos and language in that exceptions to eligibility for the scheme are considered in the case of minority religions and the Irish language. The scheme at Post Primary level provides transport for children of minority religion for whom there is less choice of school given the dispersed nature of these schools and also facilitates the viability of those minority religion schools.
As the Deputy may be aware a review of the School Transport Scheme is currently underway. 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.
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Technical Working Group has undertaken extensive consultation over the last number of months; including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
The Steering Group will continue to report to me on an interim basis as the review progresses.
182. Deputy Jennifer Whitmore asked the Minister for Education if any State or semi-State bodies that report to her are currently or have been registered as a charity; the reason for the charity status; the person or body that holds primacy for accountability in those instances, whether the Minister or the Charities Regulator; and if she will make a statement on the matter. [35004/22]
Amharc ar fhreagraI can confirm to the Deputy that none of the state bodies under the aegis of my Department has charitable status.
183. Deputy Seán Crowe asked the Minister for Education if there are any plans to expand the home tuition programme which is available to children with a diagnosis of ASD who are of preschool age to include other developmental disorders such as koolen de vries syndrome. [35035/22]
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.
The applicable criteria under which children qualify for Home Tuition support for the 2022/2023 school year are set out in Circular 0046/2022, which was published on the 23rd June 2022, and can be found at the following link ww.gov.ie/en/circular/22b2a-home-tuition-grant-scheme-20222023-special-education-component/. There are currently no plans to revise these criteria.
185. Deputy Patricia Ryan asked the Minister for Education the estimated cost of reducing average class sizes by two pupils in a single year. [35079/22]
Amharc ar fhreagraUnder the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
At primary level, the annual staffing schedule determines the allocation of teachers to schools. The staffing schedule has been improved under both Budgets in the past two years. For the 2022/23 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 24 pupils which means that our primary schools will be staffed at the most favourable level ever seen in September.
1,750 additional posts in schools are being provided in the 2022/23 school year, including 1,330 teaching posts to cater for a reduction in pupil teacher ratio and additional teachers in special education. This builds on a similar one point reduction in Budget 2021, which supported the creation of 1065 posts. Budget 22 also provided lower staffing retention levels for all primary schools.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this school year.
Average class sizes improved from 24.9 to 23.3 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes, and statistics on this will be published later in the year.
Each one point improvement in the staffing schedule at primary level would cost in the region of €15.5 million per annum.
186. Deputy Patricia Ryan asked the Minister for Education the estimated cost of increasing the capitation grant to primary schools by 20% in a single year. [35080/22]
Amharc ar fhreagraMy Department provides funding to recognised Primary and Post-Primary schools in the free education scheme by way of per capita grants. 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/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. Schools also receive a range of other grants including Book Grants, Programme grants etc.
I understand the need for improved capitation funding and I am pleased that budget 2020 was able to provide for a further 2.5% increase in standard capitation funding for primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
Annual funding would need to be increased by circa €20.5m to increase the capitation grant by 20% at primary level.
187. Deputy Patricia Ryan asked the Minister for Education the estimated cost of increasing the capitation grant to secondary schools by 20% in a single year. [35081/22]
Amharc ar fhreagraMy Department provides funding to recognised Primary and Post-Primary schools in the free education scheme by way of per capita grants. 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/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. Schools also receive a range of other grants including Book Grants, Programme grants etc.
I understand the need for improved capitation funding and I am pleased that budget 2020 was able to provide for a further 2.5% increase in standard capitation funding for primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
Annual funding would need to be increased by circa €20.2m to increase the capitation grant by 20% at post-primary level.
188. Deputy Thomas Pringle asked the Minister for Education the name and roll numbers of schools that are in receipt of any State funding that do not currently provide special classes when compared to the National Council for Special Education List of Special Classes Mainstream Schools 2021 published on her Department's website; and if she will make a statement on the matter. [35131/22]
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 with special educational needs 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 an additional 300 special classes, providing 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.
The 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.
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.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
Parents seeking special class or school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
A full list of recognised primary and post-primary schools is available at the following link
gov.ie - Find a School (www.gov.ie).
A full list of schools with special classes is available at the following link on the NCSE website and is updated on an ongoing basis.
Special_Classes_publication_2022_2023.pdf (ncse.ie).
189. Deputy Carol Nolan asked the Minister for Education the costs incurred in hiring private taxis or private transport to transport special educational needs children to schools outside their catchment areas by county for the period 2018 to date in tabular form; and if she will make a statement on the matter. [35145/22]
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. The cost in 2021 was over €289m.
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 and Skills 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.
The approximate cost per pupil on the SEN scheme is €8,000, this is due to the fact that services are more specialised and can be individual in nature due to the specific needs of the student.
The information requested is not collated in the manner requested by the Deputy, however, the overall costs incurred for the operation of school transport services for children with special educational needs for the periods referred to by the Deputy are as follows:
|
2018 |
2019 |
2020 |
2021 |
|
€107.6m |
€120.9m |
€117.6m |
*€153.5m |
*The 2021 outturn remains provisional until publication of the Bus Éireann Statement of Account for the School Transport Scheme 2021.
The total provisional costs of the scheme in 2021 include Covid related measures including additional vehicles to provide for 50% capacity, additional Bus Escorts to operate on these extra services, additional cleaning, sanitiser on board school services, and PPE for school transport staff.
190. Deputy Bernard J. Durkan asked the Minister for Education the extent to which special needs classes and special needs teachers continue to be available in all schools through the country given the need to ensure a universal right to education for those children requiring special teaching; and if she will make a statement on the matter. [35192/22]
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 represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
In general, educational provision for children with special needs is made:
- In integrated settings in mainstream classes.
- In special classes attached to ordinary schools
- In special schools
The nature and level of the educational response is based on the professionally-assessed needs of each individual child. The Department’s policy is to achieve as much integration as possible and also to take account of the views of the parents. Where placement in an integrated setting is considered to be the appropriate response, provision will normally take the form of additional special education teaching support or special needs assistant support, or both, depending on the level of need involved. Most children are educated in mainstream class settings alongside their peers with additional teaching and care supports.
While the Department’s policy is to ensure the maximum possible support and integration of children with special needs into ordinary mainstream schools, students who have been assessed as having special educational needs have access to a different placement options depending on the level of complexity of need in each case. These include placement in a special class in mainstream school or placement in a special school which cater for specific disability groups. Pupils attending special classes or special schools benefit from significantly reduced pupil teacher ratios; enhanced care and other supports and special school transport arrangements. Increased funding is provided to these schools.
Special Education Teachers (SETs)
Mainstream schools now have discretion to provide additional teaching support to those pupils who require it from within their overall allocation for special education teaching support, based on the identified learning needs of those pupils. A formal diagnosis of a disability or special education need is not required.
13,765 Special Education Teaching (SET) posts currently exist within mainstream primary and post primary schools. This enables schools to provide additional teaching support for all pupils who require such support and to deploy resources based on each pupil’s individual learning needs. It gives flexibility to schools in deploying their resources. They can take account of the actual learning needs of pupils rather than being guided primarily by a particular diagnosis of disability. The Department has published guidelines for schools as to how they should deploy their resources. Budget 2022 provides for an additional 620 new SET posts in special education. This will bring the total number of SET in the mainstream school system to 14,385 in 2022.
Special Classes
Special Classes to support children with significant special educational needs are substantially smaller than mainstream classes and have a pupil teacher ratio as low as 6:1 and will have SNAs assigned to look after the pupil care needs. For example, special classes for children with autism have one teacher and two SNAs for 6 children.
The number of special classes in mainstream schools has increased from 548 in 2011, to 2,118 for the 2021/2022 school year. There are now 1,854 special classes for children with Autism in place: 133 Early Intervention, 1,205 primary and 516 post primary autism special classes. Budget 2022 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 in 2022.
Overall, there are almost 12,700 pupils enrolled in special classes in mainstream primary and post primary schools representing approximately 1% of the overall pupil population.
Special Schools
Special schools have lower class sizes and will also have SNAs assigned. They cater for particular categories of disability. There are 126 special schools providing specialist education for approximately 8,000 pupils annually with over 1,400 teachers. This represents approximately 0.8% of the total pupil population.
Budget 2022 provided for an additional 23 teaching posts and 46 SNA posts in special schools which will create an additional 140 class places.
This will provide specialist education to in excess of 8,000 pupils in 2022.
The allocation of resources to all schools is available on the NCSE website at the following link and
SET Hours and SNA Allocations – National Council for Special Education (ncse.ie).
191. Deputy Bernard J. Durkan asked the Minister for Education the extent to which all schools throughout the country continue to make provision for special needs teaching requirements; and if she will make a statement on the matter. [35193/22]
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.
The number of teaching posts to support special educational needs across our education system continues to increase and is now at unprecedented levels.
Budget 2022 provided an additional 620 new Special Education teacher (SET) posts for allocation to primary and post primary schools in 2022/23. This will bring the total number of SETs in the system to 14,385. Provision for 14,385 SET’s as at 31st December 2022 will represent an increase of 48% since 2011 at which time 9,740 were provided.
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.
The Special Education Teacher (SET) Allocation model was introduced in 2017 to allocate the total number of available SET posts on the basis of the educational profile of each school and replaced the previous diagnosis led approach for the allocation of additional teaching time to students with special educational needs and is a more transparent and equitable way of allocating teaching resources to schools.
The model is designed so that each school profiles is updated on a regular basis and the most recent update to school profiles took place earlier this year to take account of the latest available data including enrolments and to provide schools with their SET allocation for the 2022/23 school year.
The re-profiling of the model takes place to ensure the SET hours are distributed in a fair and equitable way which aligns the available resources to the areas of greatest need in our mainstream schools as identified by the SET allocation model.
Budget 2022 provided an additional 620 SET posts bringing the total number of SET posts for distribution across primary and post primary schools to 14,385 for 2022/23. The 620 posts were allocated as follows:
a. 120 of the posts are being set aside to cater for exceptional reviews to be carried out by the NCSE over the year. A review will be carried out where a school demonstrates a significant change in their education profile which requires additional SET support.
b. 100 SET posts are being utilised to address the unique needs of a small number of new and developing schools. These are schools which are developing rapidly and have enrolled a significant numbers of students with complex needs recently. In the absence of a full redistribution of all losses and gains under the allocation model which would address their situation, a special allocation of posts is required to address their particular circumstances. These posts are being distributed in accordance with the model.
c. The balance of 400 SET posts are being distributed across schools on the basis of the level of need identified under the SET model.
On completion of the re-profiling exercise a total of 14,265 SET posts were allocated based on the special education needs identified within the model and the remaining 120 posts will be assigned throughout the 2022/23 school year under the NCSE exceptional review process to schools where an exceptional or unexpected change in its education profile occurs and to support growing and developing schools.
The allocation of SET resources to all schools is available on the NCSE website at the following link and
SET Hours and SNA Allocations – National Council for Special Education (ncse.ie).
192. Deputy Bernard J. Durkan asked the Minister for Education the extent to which summer works projects continue to be facilitated at all schools throughout the country without exception; and if she will make a statement on the matter. [35194/22]
Amharc ar fhreagraThe 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. Under the terms of the scheme, school authorities are empowered to manage these works with guidance from and minimal interaction with the Department of Education.
Funding for small scale projects is allocated in accordance with the prioritisation criteria attaching to the scheme which, in the normal course, include the ability to have the works carried out during the summer.
It is envisaged that a new Multi-Annual Summer Works Scheme will be opened for new applications in later in 2022 and is expected to have a strong climate action aspect to it.
193. Deputy Bernard J. Durkan asked the Minister for Education the extent to which the school building programme continues to accommodate all schools in all areas throughout the country, urban and rural without exception; and if she will make a statement on the matter. [35195/22]
Amharc ar fhreagraUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
The key drivers of capital investment in the schools sector are as follows:
- demographic change, including Special Education Needs Delivery
- alignment with housing provision and national planning at school planning area level,
- construction costs,
- climate action objectives including deep energy retrofit.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage.
It is envisaged that the Department will deliver between 150-200 school building projects per annum between 2022-2025 period.
During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise. My Department is engaging with patron bodies to identify particular capacity requirements for the forthcoming year(s) which may necessitate action. This engagement is ongoing and is focused on ensuring that the start of the 2022/23 school year operates as smoothly as possible for all schools and their students.
194. Deputy Bernard J. Durkan asked the Minister for Education the degree to which the school transport system has been reviewed with a view to making such transport available to those who had access heretofore and those who may require school transport in the future; and if she will make a statement on the matter. [35196/22]
Amharc ar fhreagra195. Deputy Bernard J. Durkan asked the Minister for Education the extent to which the review of school transport issues has been concluded; the extent to which it is proposed to meet the concerns of parents who have particular difficulties getting their children to the school nearest to them or schools that are equidistant relative to their locations; and if she will make a statement on the matter. [35197/22]
Amharc ar fhreagraI propose to take Questions Nos. 194 and 195 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. The cost in 2021 was over €289m.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann, and rules have regard to ethos and language.
As the Deputy is aware, 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. The review of the Primary and Post-Primary School Transport Schemes examine how the schemes currently operate, including eligibility criteria, trends, costs, 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.
Following commencement of this review the Steering Group presented me with an initial interim report in June 2021. Following consideration of this report, I approved the extension of temporary alleviation measures for the 2021/22 school year for transport for post-primary students who were otherwise eligible for school transport but were attending their second nearest school and had applied and paid on time.
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Technical Working Group has undertaken extensive consultation over the last number of months; including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
A number of meetings have been convened in recent weeks with both the Technical Working Group and the Steering Group with a view to finalising the second phase of the review.
Decisions in regard to measures for the 2022/23 school year will be made shortly.
The Steering Group will continue to report to me on an interim basis as the review progresses.
197. Deputy Bernard J. Durkan asked the Minister for Education the extent to which it is proposed to meet the requirements insofar as is possible of all school replacement extensions at primary and second level throughout the country with particular reference to those on any such waiting lists; and if she will make a statement on the matter. [35199/22]
Amharc ar fhreagraI can confirm to the Deputy, that under Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
Approximately 1,200 school building projects are currently in progress across the various stages of planning, design, tender and construction – most of which are expected to be either under construction or completed in the period 2021 to 2025.
During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA).
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. These are being progressed as quickly as possible.
The current status of these projects being delivered is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the stages.
198. Deputy Bernard J. Durkan asked the Minister for Education the extent to which each school building project in respect of school provision requirements at primary and second level in Naas, County Kildare is progressing whether at planning or implementation level in line with the requirements as set out by each school authority and in keeping with previously anticipated deadlines; and if she will make a statement on the matter. [35200/22]
Amharc ar fhreagraMy Department utilises a Geographic Information System (GIS) to support its strategic planning for capital investment. Where the geo-spatial assessment of demand and capacity in an area indicates that additional provision is required my Department considers the options of extending the capacity of a school or schools, or of providing a new school or schools. The timing and duration of the accommodation need is also considered in determining the optimum accommodation solution – for example a short-term accommodation requirement does not require a long-term accommodation solution.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. Most of which are expected to be either under construction or completed in the period up to 2025 and are being progressed as quickly as possible.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
There are currently no issues identified which will impact on progression of projects in Naas.
The current status of approved projects is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the various stages.
199. Deputy Bernard J. Durkan asked the Minister for Education the extent to which each school building project in respect of school provision requirements at primary and second level in Celbridge, County Kildare is progressing whether at planning or implementation level in line with the requirements as set out by each school authority and in keeping with previously anticipated deadlines; and if she will make a statement on the matter. [35201/22]
Amharc ar fhreagraMy Department utilises a Geographic Information System (GIS) to support its strategic planning for capital investment. Where the geo-spatial assessment of demand and capacity in an area indicates that additional provision is required my Department considers the options of extending the capacity of a school or schools, or of providing a new school or schools. The timing and duration of the accommodation need is also considered in determining the optimum accommodation solution – for example a short-term accommodation requirement does not require a long-term accommodation solution.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. Most of which are expected to be either under construction or completed in the period up to 2025 and are being progressed as quickly as possible.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
A project to provide for three schools (St Raphael’s Special School, Scoil Naomh Padraig, Celbridge Community School) on a single campus in Celbridge has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A letter was issued to the school on the 18th February 2022. This letter advised the school that the NDFA will write to them once all the preparation works are complete to make arrangements to meet to discuss the project brief for the school and the expected timeline for the project.
Conveyancing for the site acquisition for this project is at an advanced stage. Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
The current status of approved projects is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the various stages.
