Written Answers Nos. 408-429
408. Deputy Steven Matthews asked the Minister for Education if his attention has been drawn to the need to upgrade and retrofit the old part of a school building (details supplied); if the building can be assessed to establish the level of work required; and if she will make a statement on the matter. [35391/22]
Amharc ar fhreagraAs the Deputy will be aware, the National Development Plan 2021-2030 provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. My Department’s priority in recent years has been providing additional capacity to provide the required school places and this continues to be the case.
However, under the NDP allocation for the School Education sector there will be provision for a number of key initiatives, including a strengthened focus on refurbishment and modernisation of existing school stock as part of underpinning the transition of the school system to an era of Net Zero carbon by 2050.
My Department and the Department of Environment, Climate and Communications have established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This Pathfinder programme is paving the way for, and informing, a much larger national programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan.
Appropriate retrofit and modernisation works for all such schools, including for the school in question, will be considered in this context in due course.
409. Deputy Eoin Ó Broin asked the Minister for Education when a pupil (details supplied) will receive an assessment from the National Educational Psychological Service as recommended; and if the assessment will be carried out at the earliest opportunity given the delays experienced. [49820/22]
Amharc ar fhreagraMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
In relation to the pupil to which the Deputy refers, a referral for NEPS involvement was received on 19 September from the pupil's school, and this referral will be progressed in the short term by the assigned psychologist.
410. Deputy Joe McHugh asked the Minister for Education if she will provide a detailed breakdown of moneys spent on new ASD classes as part of an extension works on to existing schools for each of the years 2018 to 2021 and to date in 2022; the funding allocated for similar works in 2023; and if she will make a statement on the matter. [49822/22]
Amharc ar fhreagraSince 2018, there has been in excess of €3 billion invested in Capital Infrastructure in the Education Sector for schools at Primary and Post Primary level.
The delivery of Special Education Needs (SEN) provision is a key priority under the NDP. The Department has delivered permanent additional and replacement accommodation for 318 classrooms for special education needs and additional and replacement capacity for 122 classrooms in 22 special schools during NDP period 2018 to date. A further 800 school building projects which are currently progressing under the NDP will deliver over 1,600 additional and replacement classrooms for special education needs and in excess of 400 additional and replacement classrooms in 42 Special Schools. In excess of 100 of these projects are currently in construction activity which will ultimately deliver classroom spaces for over 1,700 pupils with special education needs. Taken together, this will enable new additional or modernised accommodation at 50% of our special schools; and 60% of our post-primary schools either have an existing special class or have a project on the School Building Programme which will provide SEN accommodation.
In addition to Special Education Needs places being delivered through the normal School Building Programme, accelerated delivery of Special Education Needs provision through provision of modular accommodation projects and reconfiguration of existing areas in schools is being delivered at pace. Currently these projects are delivering over 1,000 Special Education Needs pupil places and this will continue to be a strong feature in 2023.
As Special Education Needs provision is integrated as part of the overall school building project, it is not possible to extrapolate SEN specific expenditure.
412. Deputy John Lahart asked the Minister for Education if new ASD units will be opened in post-primary schools in Dublin south west; and if she will make a statement on the matter. [49840/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, 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.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
We have seen 392 new special classes being sanctioned by the NCSE for this school year , bringing the total of special classes to 2,543 opened nationwide. The 392 new special classes for 2022/23 is broken down by 260 at primary level and 132 at post primary level.
For 2023, budget funding provides for a further 370 special classes to open, taking the total number of special classes to over 2,900 in 2023.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
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.
413. Deputy Claire Kerrane asked the Minister for Education if any flexibility can be given to a school (details supplied) when it comes to student-teacher ratio; and if she will make a statement on the matter. [49841/22]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
Primary schools are currently provided with class teachers on the basis of one teacher for every 24 pupils which is at its historically lowest level. This will be improved by one point for September 2023, as set out in Budget 2023. The reduced retention rate introduced in 2021 will also remain.
There has been no reduction in the staffing of the school referred to by the Deputy in the current school year.
Staffing arrangements setting out the reduced enrolment thresholds for the 2023/24 school year will be published early next year. At that stage, schools will be able to establish their staffing.
The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board, including a specific measure aimed at small schools.
414. Deputy Kathleen Funchion asked the Minister for Education when the junior certificate results will be available. [49842/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
415. Deputy Bríd Smith asked the Minister for Education if she has been consulted about proposed restructuring of educational welfare services within Tusla; and if she will make a statement on the matter. [49891/22]
Amharc ar fhreagra416. Deputy Bríd Smith asked the Minister for Education if she supports the proposed restructuring of Tusla given that the policy and finance remit of education welfare services sits in her Department; and if she will make a statement on the matter. [49892/22]
Amharc ar fhreagraI propose to take Questions Nos. 415 and 416 together.
Responsibility for education welfare functions under the Education (Welfare) Act 2000, transferred back to the Department of Education with effect from 1st January 2021 in line with Transfer of Functions Order SI 588 of 2020. The transfer of functions also includes responsibility for the administration of the non-statutory Home School Community Liaison Scheme and School Completion Programme. Tusla is responsible for the delivery of these services under the Child and Family Agency Act, 2013, through Tusla Education Support Services (TESS) and Alternative Education and Registration Service (AEARS).Tusla’s Structural Reform programme has been ongoing for a number of years. Its purpose is to reimagine and implement a revised organisational structure and new ways of working for Tusla. Consultations are ongoing on how best to structure the organisation in preparation for the years ahead. The senior management structure has been adjusted so that an executive Management team of five national directors will report directly to the CEO and six regional areas have been established, each with its own Regional Chief Officer. Currently, Tusla are considering the balance of regional and national functions. This is a consultative process giving consideration to what might best assist the Agency to achieve its desired objectives, including local ownership and national leadership in a decentralised model.
The Department of Education has been consulted and continues to remain engaged with the process in relation to any of the functions transferred to the Department.
417. Deputy Seán Canney asked the Minister for Education if she will provide an update on the new Gaelscoil for Athenry, County Galway; and if she will make a statement on the matter. [49893/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Galway and Roscommon Education and Training Board (GRETB). This is a Campus project. This project is currently at Stage 2a of the architectural planning process. The Department understands from GRETB that its design team is currently finalising the Stage 2a report for submission to the Department. Subject to no significant issues arising during the completion of the Stage 2a process and following approval in that respect, the next step for GRETB and its Design Team will be to obtain the requisite statutory planning approvals. The project can then be expected to move onward to tender and construction in due course.While at this early stage it is not possible to provide a timeline for completion of the project, GRETB will be engaging directly with the school authority to keep it informed of progress.
418. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais maidir leis an bpolasaí nua atá beartaithe don Ghaeilge sa chóras oideachais ón réamhscoil go dtí an tríú leibhéal: cad é líon na n-uaireanta atá caite ag an ngrúpa idir-rannach air go dtí seo; cad é líon na n-uaireanta atá caite ag an ngrúpa stiúrtha air go dtí seo; an scríobhtar miontuairiscí chruinnithe an ghrúpa idir-rannaigh; an scríobhtar miontuairiscí chruinnithe an ghrúpa stiúrtha; cathain a fhoilseofar an polasaí nua; agus an ndéanfaidh sí ráiteas ina thaobh. [49907/22]
Amharc ar fhreagraTá obair ar siúl anois i mo Roinnse chun polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Tógfaidh an polasaí seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta, agus beidh sé mar chéim thábhachtach eile i dtreo ghealltanais Chlár an Rialtais maidir le forbairt pholasaí cuimsitheach don Ghaeilge sa chóras oideachais a chomhlíonadh.
Tá coiste stiúrtha bunaithe le hionadaithe ó na Ranna agus Gníomhaireachtaí Rialtais ábhartha chun maoirseacht a dhéanamh ar fhorbairt an pholasaí. Tionóladh an chéad chruinniú den Choiste Stiúrtha ag 11:00 rn ar an 13 Aibreán 2022. Tionólfar an chéad chruinniú eile ar an 18 Deireadh Fómhair 2022. Is féidir liom a dheimhniú go scríobhtar miontuairiscí chruinnithe an Choiste Stiúrtha.
Tionóladh an chéad chruinniú den Ghrúpa Oibre Ionrannach ar 10 Meán Fómhair 2021. Tionóladh dhá chruinniú dhéag san iomlán go dtí seo. Is féidir liom a dheimhniú freisin go scríobhtar miontuairiscí chruinnithe an Ghrúpa Oibre Ionrannaigh.
Cuirfear próiseas comhairliúcháin phoiblí ar bun sna míonna amach romhainn chun tuairimí páirtithe leasmhara ar nós daoine óga, tuismitheoirí, foireann agus ceannairí scoile agus eagraíochta Gaeilge a fháil. Tá athbhreithniú ar an litríocht náisiúnta agus idirnáisiúnta coimisiúnaithe trí phróiseas soláthair phoiblí agus beidh an t-athbhreithniú seo mar bhonn eolais d’fhorbairt an pholasaí. Beidh an tréimhse ama d’fhoilsiú an pholasaí níos soiléire de réir mar a théann an próiseas comhairliúcháin ar aghaidh. Táthar ag súil go dtabharfar an polasaí nua chun críche in 2023.
Work on the development of a new policy on Irish-medium education outside of the Gaeltacht is now underway in my Department. This policy will build on the achievements of the Policy on Gaeltacht Education and will be an important next step towards achieving the Programme for Government commitment to develop a comprehensive policy on Irish in the education system.
A steering committee has been established with representatives from relevant Government Departments and Agencies to oversee the development of the policy. The first meeting of the Steering Committee took place at 11:00 a.m. on 13 April 2022. The next meeting is scheduled to take place on 18 October 2022. I can confirm that minutes of steering committee meetings are taken.
The first meeting of the Intradepartmental Working Group took place on 10 September 2021. A total of twelve meetings have been held to date. I can also confirm that minutes of the Intradepartmental Working Group meetings are taken.
A public consultation process will take place in the coming months to gather the views of stakeholders, including young people, parents, school staff and leaders, and Irish-language stakeholders. A review of national and international literature has been commissioned through a public procurement process, to inform the development of the policy. The timeframe for publication of the policy will be clearer as the consultation process progresses. It is expected that the new policy will be finalised in 2023.
420. Deputy Catherine Murphy asked the Minister for Education if she has issued a circular or memo to primary and or second level schools in respect of advising teachers on the way in which they assign homework to students and or the volume of homework that should be or is expected from students; and her plans to reduce the amount of additional education work that a student takes home. [50008/22]
Amharc ar fhreagraAll policies and decisions regarding homework are school-base where each school at local level develops their own homework policy. The development of school policies involves senior management and staff, the board of management, parents and in many instances, the learners themselves. The policy should give clarity to the whole school community about the purpose of the homework and what is expected at each class level.
Question No. 421 answered with Question No. 85.
422. Deputy Alan Dillon asked the Minister for Education the developments that have been made in considering the demographic need for a college (details supplied); if the process has been completed within her Department; and if she will make a statement on the matter. [50058/22]
Amharc ar fhreagraI can confirm to the Deputy, that the school in question submitted an application under my Department's Additional School Accommodation (ASA) scheme.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
I can confirm that my Department has approved considerable capital funding under the ASA scheme for the school in question and that this project has been devolved to the school authorities for delivery.
423. Deputy David Stanton asked the Minister for Education if she has received an application for DEIS status for a school (details supplied); when a decision will be made on the application; and if she will make a statement on the matter. [50063/22]
Amharc ar fhreagraIn March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools with the highest levels of concentrated educational disadvantage 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. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. A detailed paper on the refined DEIS identification model is available on gov.ie
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
424. Deputy Jackie Cahill asked the Minister for Education if she will address complaints raised by parents in relation to the safety of a bus stop (details supplied) located in County Tipperary; if evidence can be provided by Bus Éireann to demonstrate that it has investigated said concerns and that it can validate claims that the stop is safe for the concerned parents involved; if consideration can be given to a safer alternative stop; and if she will make a statement on the matter. [50066/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost-of-living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, as determined by the Department and Bus Éireann, having regard to ethos and language. In addition,
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.
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. Children are generally expected to make their own way, or to be brought to convenient pick-up points along the main route.
Bus Éireann has advised the pick-up point referred to by the Deputy has been reviewed and is considered to be as safe as other pick-up points being used by children travelling under the School Transport Scheme throughout the country.
Parents or guardians are expected to make suitable arrangements to bring their children to and from the school bus, taking whatever safety precautions they may deem necessary to do so.
425. Deputy Joe Carey asked the Minister for Education if she will provide an update on the amount of special class places that have been sanctioned in 2022; and if she will make a statement on the matter. [50067/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, 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.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 392 new special classes open, bringing the total of special classes to 2,543 opened nationwide for the 2022/23 school-year. The 392 new special classes for 2022/23 is broken down by 260 at primary level and 132 at post primary level.
For 2023, a further 370 special classes will open, taking the total number of special classes to over 2,900 in 2023.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe
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.
426. Deputy Joe Carey asked the Minister for Education her views on the assistive technology scheme; if she will provide an update on the review of the scheme; and if she will make a statement on the matter. [50068/22]
Amharc ar fhreagraIt is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across the system.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment in order to access the school curriculum.
An additional €2 million funding has been secured in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support.
Assistive technology is a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system and this increased allocation shows the Departments continued commitment to ensuring that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
3766 students have benefited from this scheme in 2021. A review of this scheme has initiated to ensure that it is working for these children and that the resources are allocated appropriately and as efficiently as possible. The review in ongoing and is expected to complete by mid-2023. This process will have a consultative element and relevant stakeholders will be invited to participate.
Last April, my Department announced the Digital Strategy for Schools to 2027 and associated grant funding for all recognised primary and post-primary schools for digital technology infrastructure.
This strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
As part of this strategy an ICT Grant will be provided to schools, with €200 million committed over the period of the Strategy, €50m of which has already been provided to schools. This approach facilitates multi-annual planning by schools to allow them to plan effectively for all of their children.
427. Deputy Mark Ward asked the Minister for Education when the junior certificate results will be released; the reason for the delay; and if she will make a statement on the matter. [50089/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
428. Deputy Pearse Doherty asked the Minister for Education the plans that are being put in place to bring a building (details supplied) on Arranmore island up to the standard required to make the school a safe environment for children; and if she will make a statement on the matter. [50091/22]
Amharc ar fhreagraThe school to which the Deputy refers was granted funding under the Summer Works Scheme 2019, to carry out structural improvements on the external fabric of the school.
In May 2021, the school authority submitted a tender report to the Department for review. However, the tendered works included a significant increase in the scope of works and increase in the cost of the project.
Officials advised the school and their design team, that the proposed scope of works were outside that which was originally approved under the SWS 2019, and therefore would need to be revised and resubmitted for approval.
Officials have been in regular contact with the school, even as recently as September 2022, in order progress this project to completion, however the school have not yet submitted a revised scope of works for approval.
429. Deputy Robert Troy asked the Minister for Education if she will ensure that a school bus ticket is issued to a pupil (details supplied). [50093/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last 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 July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.
Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.
Bus Éireann organises for vehicles to be full to capacity with tickets based on applications received and based on the seating capacity of the vehicle. It is not feasible to issue additional tickets over and above the seating capacity of the vehicle which could result in a potential overload situation arising and all pupils not being carried on the service.
It is very important for families to note that the application deadline for 2022/23 was 29 April 2022, and that the deadline to confirm registration for tickets was 29 July 2022. Any application completed after this date is a ‘late application’ and therefore, many school transport services are already operating at full capacity. Late applications will only be assessed after all “on time” applications have been processed and there can be no guarantee of places for late applicants.
Bus Éireann has advised that the pupil referred to by the Deputy is a late applicant and the application is currently being assessed.
