Tuesday, 21 Mar 2023

Written Answers Nos. 743-767

School Textbooks

Ceisteanna (743)

Catherine Murphy

Ceist:

743. Deputy Catherine Murphy asked the Minister for Education if she will provide an update in respect of the free books scheme that will operate for the 2023-2024 academic year. [13447/23]

Freagraí scríofa

Minister for Education

Budget 2023 has allocated additional funding to provide free schoolbooks to primary school pupils enrolled in recognised primary schools, including special schools, from September 2023. The measure will eliminate the cost to families for all school books, including workbooks and where possible some related classroom resources, in recognised primary schools and special schools.

My Department has engaged with all relevant stakeholders, including schools, management bodies, unions, representatives of booksellers and schoolbook publishers, as to how the scheme will operate. Schools were recently informed that my Department will issue detailed guidance in advance of the Easter break on the implementation of the scheme. The implementation of this scheme will build on the existing book rental schemes in place already in the majority of primary schools and the DEIS pilot free schoolbook scheme.

The guidance has been informed by the engagement with all stakeholders, including schools who have participated in the DEIS pilot. The scheme is planned on the basis that funding will be provided directly to schools and they will continue to have autonomy to choose books that meet their curricular requirements. The scheme will seek to ensure that value for money is achieved and that primary schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.

School Textbooks

Ceisteanna (744)

Catherine Murphy

Ceist:

744. Deputy Catherine Murphy asked the Minister for Education if she will provide an update on the free books scheme for primary schools, announced as part of Budget 2023. [13448/23]

Freagraí scríofa

Minister for Education

Budget 2023 has allocated additional funding to provide free schoolbooks to primary school pupils enrolled in recognised primary schools, including special schools, from September 2023. The measure will eliminate the cost to families for all school books, including workbooks and where possible some related classroom resources, in recognised primary schools and special schools.

My Department has engaged with all relevant stakeholders, including schools, management bodies, unions, representatives of booksellers and schoolbook publishers, as to how the scheme will operate. Schools were recently informed that my Department will issue detailed guidance in advance of the Easter break on the implementation of the scheme. The implementation of this scheme will build on the existing book rental schemes in place already in the majority of primary schools and the DEIS pilot free schoolbook scheme.

The guidance has been informed by the engagement with all stakeholders, including schools who have participated in the DEIS pilot. The scheme is planned on the basis that funding will be provided directly to schools and they will continue to have autonomy to choose books that meet their curricular requirements. The scheme will seek to ensure that value for money is achieved and that primary schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.

School Textbooks

Ceisteanna (745)

Catherine Murphy

Ceist:

745. Deputy Catherine Murphy asked the Minister for Education if the free books scheme will be administered centrally or by individual schools. [13449/23]

Freagraí scríofa

Minister for Education

Budget 2023 has allocated additional funding to provide free schoolbooks to primary school pupils enrolled in recognised primary schools, including special schools, from September 2023. The measure will eliminate the cost to families for all school books, including workbooks and where possible some related classroom resources, in recognised primary schools and special schools.

My Department has engaged with all relevant stakeholders, including schools, management bodies, unions, representatives of booksellers and schoolbook publishers, as to how the scheme will operate. Schools were recently informed that my Department will issue detailed guidance in advance of the Easter break on the implementation of the scheme. The implementation of this scheme will build on the existing book rental schemes in place already in the majority of primary schools and the DEIS pilot free schoolbook scheme.

The guidance has been informed by the engagement with all stakeholders, including schools who have participated in the DEIS pilot. The scheme is planned on the basis that funding will be provided directly to schools and they will continue to have autonomy to choose books that meet their curricular requirements. The scheme will seek to ensure that value for money is achieved and that primary schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.

School Textbooks

Ceisteanna (746)

Catherine Murphy

Ceist:

746. Deputy Catherine Murphy asked the Minister for Education if her officials will be engaging directly with suppliers in respect of the free books scheme for the 2023-2024 academic year. [13450/23]

Freagraí scríofa

Minister for Education

Budget 2023 has allocated additional funding to provide free schoolbooks to pupils enrolled in recognised primary schools, including special schools, from September 2023. The measure will eliminate the cost to families for all school books, including workbooks and where possible some related classroom resources, in recognised primary schools and special schools.

My Department has engaged with all relevant stakeholders, including schools, management bodies, unions, representatives of booksellers and education schoolbook publishers, IBEC and Retail Ireland, as to how the scheme will operate. Schools were recently informed that my Department will issue detailed guidance in advance of the Easter break on the implementation of the scheme. The guidance has been informed by the engagement process with stakeholders. The implementation of this scheme will build on the existing book rental schemes in place already in the majority of primary schools and on the DEIS pilot free schoolbook scheme provided in over 100 DEIS primary schools in recent years.

The new scheme is planned on the basis that funding will be provided directly to schools. Schools will continue to have autonomy to choose books that meet their curricular requirements.

The overall administration of the scheme in each school will be a matter for the school's management. Many schools buy books directly from book suppliers at present as part of the operation of school book rental schemes.

School Textbooks

Ceisteanna (747)

Catherine Murphy

Ceist:

747. Deputy Catherine Murphy asked the Minister for Education if she will clarify who will be handling administration at school level in respect of the free books scheme. [13451/23]

Freagraí scríofa

Minister for Education

Budget 2023 has allocated additional funding to provide free schoolbooks to primary school pupils enrolled in recognised primary schools, including special schools, from September 2023. The measure will eliminate the cost to families for all school books, including workbooks and where possible some related classroom resources, in recognised primary schools and special schools.

My Department has engaged with all relevant stakeholders, including schools, management bodies, unions, representatives of booksellers and schoolbook publishers, as to how the scheme will operate. Schools were recently informed that my Department will issue detailed guidance in advance of the Easter break on the implementation of the scheme. The implementation of this scheme will build on the existing book rental schemes in place already in the majority of primary schools and the DEIS pilot free schoolbook scheme.

Special Educational Needs

Ceisteanna (748)

Holly Cairns

Ceist:

748. Deputy Holly Cairns asked the Minister for Education the steps she is taking to ensure that all students with ASD in Cork south west will be supplied with a secondary school place in their locality. [13462/23]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following:

Enabling 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 & Inclusion, for my Department and for the National Council for Special Education (NCSE).

For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and to their schools..

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 funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.

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 to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level and almost 300 new special classes sanctioned at post-primary level. Specifically for Cork, the NCSE has sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level over the last 3 years.

There are a total of 421 special classes in Co. Cork. Of these, 300 special classes are at primary level and 121 are at post-primary level.

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, consideration of school accommodation capacity and a particular focus on the provision of special classes at post-primary level.

As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes. The Department has also previously written to all post-primary schools in October 2022 to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.

If the recent growth in the need for special classes continues, it is expected that a similar level of new special classes will be needed at primary level over the next three years as have been provided over the last three years. At post-primary level however, it is expected that we will need to double the number of new special classes being provided over the next three years as compared to the last three years.

The NCSE has advised my Department that it continues to work with schools to ensure that there are sufficient places available in special classes to meet the needs of children. It is expected that the NCSE will confirm where new special classes at primary and post-primary level have been sanctioned for the coming school year over the next few weeks. This is in keeping with timelines in previous years.

It is of course open to any school to engage with the NCSE to establish a special class.

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.

Parents seeking special school and special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.

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 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.

School Curriculum

Ceisteanna (749)

Holly Cairns

Ceist:

749. Deputy Holly Cairns asked the Minister for Education her views on introducing neurodiversity lessons into the primary school curriculum to help young people learn about different conditions in a structured and inclusive manner. [13463/23]

Freagraí scríofa

Minister for Education

The Department of Education is fully committed to creating safe and supportive environments in schools, that are welcoming and inclusive for every student including neuro-diverse students. A core value of the curriculum, across all levels of schooling in Ireland, is inclusivity and diversity. The curriculum at primary and post-primary is for all learners, from all backgrounds – regardless of their background.

The current primary SPHE curriculum dates from 1999. It does not make specific reference to neuro-diversity. But it does value diversity, it is founded on principles of inclusion and it promotes the use of inclusive and respectful language.

At primary level, the Primary Curriculum Framework was published Thursday 9 March and is available on curriculumonline.ie. This Framework will be the foundation for all curriculum specifications and Inclusive Education and Diversity constitutes one of the eight overarching principles for learning, teaching and assessment.

The NCCA will now begin work on the curricular area of Wellbeing in primary schools, which includes SPHE and RSE. This curriculum will be developed through the usual process involving all partners in education. Public consultation on a draft specification is expected to happen in 2024.

Departmental Programmes

Ceisteanna (750)

Cathal Crowe

Ceist:

750. Deputy Cathal Crowe asked the Minister for Education if she will consider the inclusion of a school (details supplied) in the planned pilot programme for the rollout of therapy in schools. [13507/23]

Freagraí scríofa

Minister for Education

As part of the budget for my Department I secured a €5 million investment for 2023 in order to pilot a programme of counselling supports for primary school students.

This will serve to support the very positive work which already takes place in the area of wellbeing in our schools. My officials are currently finalising details of this programme which I hope to be in a position to announce in the coming weeks.

School Funding

Ceisteanna (751)

Niall Collins

Ceist:

751. Deputy Niall Collins asked the Minister for Education the contacts her Department has made with a school (details supplied) in respect of the school's need for funding for cleaning, which has been a problem this term; if she will give assurances in relation to same; and if she will make a statement on the matter. [13517/23]

Freagraí scríofa

Minister for Education

The funding arrangements made by my Department for post primary schools reflect the sectoral division of our second-level system. At the core of all arrangements is reliance upon capitation as the principal determinant of funding.

With regard to the ETB sector, responsibility for the day to day management of an ETB school rests with the relevant ETB/school management team. A financial and staffing allocation is made to each ETB to fund its schools and head office non-pay running costs. The grant is based on the overall student numbers across the ETB and its non-pay head office running costs.

ETBs are given a high level of autonomy in the management and appropriation of this grant and each is allowed to distribute its allocations in line with its priorities and identification of need.

School Admissions

Ceisteanna (752)

Seán Canney

Ceist:

752. Deputy Seán Canney asked the Minister for Education if she will support a person (details supplied) as a matter of urgency. [13539/23]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following:

Enabling 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 & Inclusion, for my Department and for the National Council for Special Education (NCSE).

For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.

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 funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.

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 to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient mainstream, special class and special school places.

These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.

The NCSE have sanctioned 208 new special classes in Co. Dublin over the last 3 years. Of these, 156 special classes are at primary level and 52 are at post-primary level.

In total there are 474 special classes in Co. Dublin. Of these, 367 special classes are at primary level and 107 are at post primary level.

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, consideration of school accommodation capacity and a particular focus on the provision of special classes at post-primary level.

As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes. The Department has also previously written to all post-primary schools in October 2022 to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.

If the recent growth in the need for special classes continues, it is expected that a similar level of new special classes will be needed at primary level over the next three years as have been provided over the last three years. At post-primary level however, it is expected that we will need to double the number of new special classes being provided over the next three years as compared to the last three years.

The NCSE has advised my Department that it continues to work with schools to ensure that there are sufficient places available in special classes to meet the needs of children. It is expected that the NCSE will confirm where new special classes at primary and post-primary level have been sanctioned for the coming school year over the next few weeks. This is in keeping with timelines in previous years

It is of course open to any school to engage with the NCSE to establish a special class.

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.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.

In relation to the pupil referred to by the Deputy, the NCSE has advised my Department that the local SENO has recently been in contact with the pupils parent in relation to the refused enrolment notification from the school and has offered further advice on the section 29 appeals process and outlined the steps to make an appeal. The NCSE understand that the parent is in the process of making a section 29 appeal to the board of management of the school. The SENO remains available to offer further support to the parent in relation to securing a school place.

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 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.

Pupil-Teacher Ratio

Ceisteanna (753)

Seán Haughey

Ceist:

753. Deputy Seán Haughey asked the Minister for Education the pupil-to-teacher ratio for reader units in primary schools; how this ratio is determined; and if she will make a statement on the matter. [13549/23]

Freagraí scríofa

Minister of State at the Department of Education

I 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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, 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 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), which is a separate statutory agency, is responsible through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for the establishment of special classes in various geographical areas where a need has been identified. The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class, SENOs take into account both the present and the future potential need for special class provision in the area, they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.

It is Department policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.

My Department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to cater for children with special educational needs, including pupils with a Specific Learning Disability (SLD). Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on my Department’s website, at gov.ie - Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (www.gov.ie)

It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the National Council for Special Education (NCSE) to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.

My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with a SLD, to ensure that wherever a child is enrolled, s/he will have access to an appropriate education. As such, pupils with SLD have the option of attending their local school with additional teaching supports or attending a special class attached to a mainstream school or a special school.

Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with SLDs, where relevant professionals recommend the equipment as being essential for the provision of education. Schools apply to the NCSE, through their local Special Educational Needs Organiser (SENO) for such support. SENOs make recommendations to my Department where assistive technology is required, in accordance with the criteria set out in my Department's Circular 0010/2013.

A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special school depending on the level of complexity of need.

It is important to note though, that the majority of students with significant literacy difficulties currently receive additional teaching support from a Special Education Teacher in a mainstream class. This is provided on the basis of the individual pupil’s learning needs, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.

The Department also provides for special schools and special class placements where more intensive and supportive interventions are provided. Special classes attached to mainstream primary schools also support the needs of pupils with dyslexia. Such classes have a reduced pupil/teacher ratio of 9:1 and an increased level of capitation grant. The pupils who attend these classes have, following psychological assessment, been identified as having a specific learning disability.

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

As the Deputy may be aware, I have requested my Department to arrange for a review of the policy on reading classes and schools. The Department’s Inspectorate is currently working to finalise its report on the outcomes of a series of special educational needs inspections in schools with special classes for children with specific learning disabilities. It is envisaged that this report will be finalised in the coming weeks. When completed, this report will also be considered in the context of overall policy on special education.

School Staff

Ceisteanna (754)

Jim O'Callaghan

Ceist:

754. Deputy Jim O'Callaghan asked the Minister for Education the position regarding financial support offered to registered post-primary school teachers to upskill to teach mathematics, physics and Spanish; the reason no financial support is provided for those who are upgrading to teach home economics; and if she will make a statement on the matter. [13550/23]

Freagraí scríofa

Minister for Education

In 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.

The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers, and following a request from my Department, the Higher Education Authority (HEA) issued a funding call to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish in late 2019. These were identified by the Steering Group as among the most challenging subjects in terms of teacher recruitment. Following the successful completion of the funding call, these programmes commenced in January 2021.

Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and more than 300 teachers are due to graduate in 2023. My Department has agreed to extend funding in 2023 and to provide for additional capacity.

Funding for these programmes was put in place following a competitive call to all initial teacher education providers for proposals. It is intended to commence an upskilling programme in Irish in 2023/24 and consideration will be given to programmes in other subjects. The allocation of funding for any future programmes will be dependent on a competitive process for potential providers.

Separate from the direct funding to these upskilling programmes, the Teacher Fee Refund Scheme provides funding to teachers towards the cost of participation and examination fees on the successful completion of professional development courses. Funding under the scheme is being prioritised for those taking courses in particular areas, including upskilling for post-primary teachers leading to registration with the Teaching Council in an additional subject. The maximum refund under the scheme is €5,000 per year and the level of refund depends on the volume of eligible applications that are received. Department Circulars 0005/2023 and 0015/2021 relate to this Scheme.

School Admissions

Ceisteanna (755)

Eoin Ó Broin

Ceist:

755. Deputy Eoin Ó Broin asked the Minister for Education the advice or assistance her Department can provide to a family whose child (details supplied) is number 166 on the waiting list for a first year place in the school of their choice. [13553/23]

Freagraí scríofa

Minister for Education

My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.

Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.

As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.

While my Department is aware of increasing pressures and demand for additional school places in Lucan, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – pupils have applied for a place to a number of schools in the area- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils- External draw – pupils coming from outside the local area

My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.

This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.

Question No. 756 answered with Question No. 705.

Schools Building Projects

Ceisteanna (757)

Bernard Durkan

Ceist:

757. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in the establishment of new primary schools in Bray, Clondalkin, Naas, Gurranabraher and West Kilkenny; the current status of each project and projected progress for each project over the next 24 months; and if she will make a statement on the matter. [13583/23]

Freagraí scríofa

Minister for Education

The planned establishment of new primary schools in 2021 to serve the Bray/Woodbrook Shanganagh, Clondalkin_D22, Naas, Gurranbraher_Cork City, and Kilkenny/City Western Environs school planning areas were announced in 2018 as a result of a countrywide demographic exercise. Further analysis has since been conducted on the necessity for the establishment of planned new schools taking into account a number of factors including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.

My Department is satisfied that the existing demand can be accommodated at present by the existing and growing schools in the school planning areas. As a result, the establishment of the planned new schools has been deferred.

The pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My Department will continue to liaise with the Local Authorities in respect to the projected completion of planned residential developments.

Schools Building Projects

Ceisteanna (758)

Bernard Durkan

Ceist:

758. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in the establishment of post-primary schools in Dublin 2, Dublin 4, Howth, Baldoyle, Donaghmede, Cherrywood, Sallynoggin and Killiney; the current status of each project and projected progress for each project over the next 24 months; and if she will make a statement on the matter. [13588/23]

Freagraí scríofa

Minister for Education

The planned establishment of new post-primary schools in 2021 to serve the Dublin2_Dublin4, Donaghmede_Howth_D13/Baldoyle/Stapolin, and Sallynoggin_Killiney_DLR/Cherrywood school planning areas were announced in 2018 as a result of a countrywide demographic exercise. Further analysis has since been conducted on the necessity for the establishment of planned new schools taking into account a number of factors including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.

My Department is satisfied that the existing demand can be accommodated at present by the existing and growing schools in the school planning areas. As a result, the establishment of the planned new schools has been deferred.

The pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My Department will continue to liaise with the Local Authorities in respect to the projected completion of planned residential developments.

Departmental Correspondence

Ceisteanna (759)

Brendan Griffin

Ceist:

759. Deputy Brendan Griffin asked the Minister for Education her views on a matter (details supplied); and if she will make a statement on the matter. [13592/23]

Freagraí scríofa

Minister for Education

Under the provisions of the Education Act, 1998 the Board of Management is the body charged with the direct governance of a school. As part of the management of the risks there is an onus on Boards of Management and the Education and Training Boards (ETBs) in respect of schools operated by them to ensure, as appropriate, that they have put in place comprehensive insurance cover for schools.

Boards are advised by the Department to ensure that all such insurances are effected and maintained as are necessary to safeguard the school, the Board and the Trustees against all public liability and against the consequences of negligence on the part of any person employed by the Board or any servant or Agent of the Board, or any defect in the buildings, premises, furnishings or equipment of the school whereby loss or damage might result to any person in or upon the school premises. If a particular school has a query in relation to insurance it should raise this directly with its insurance provider.

The appointment of a school traffic warden is a matter for the relevant Local Authority and schools are advised to liaise the relevant Local Authority in relation to their concerns.

The Schools Procurement Unit (SPU) is the central support resource for providing guidance to all primary and post-primary schools (except ETB schools) on any procurement-related issue. The SPU delivers free advice and practical support to schools to help them achieve improvements in their procurement processes, practices and outcomes: www.spu.ie

Question No. 760 answered with Question No. 620.

School Funding

Ceisteanna (761)

Bríd Smith

Ceist:

761. Deputy Bríd Smith asked the Minister for Education the status of the proposed funding of two schools (details supplied) in Dublin 4 and Dublin 6; when these facilities will be developed given that primary school children in the wider area may have no options to locate to co-educational multi-denominational facilities; and if she will make a statement on the matter. [13610/23]

Freagraí scríofa

Minister for Education

The permanent school building projects for the schools referred to by the Deputy are both part of campus developments to deliver a 1,000 pupil post-primary school and a 16 classroom primary school, plus ancillary accommodation including accommodation for children with special educational needs, on each campus school site. The campus projects are being delivered under my Department's Design and Build programme.

My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision.

High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout of school building projects to construction in 2023.

We are currently at a very advanced stage with these discussions. Progress has been made and I am anxious to bring this to resolution very soon. I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing. I am well aware of the urgency in getting these projects delivered as quickly as possible. The outcome of our engagement with the Department of Public Expenditure, NDP Delivery and Reform will provide better clarity on the timelines for the progression of these projects. This is a key priority for me. I have engaged directly with Minister Donohue on this matter and will continue to do so with a view to getting our funding pressures resolved as quickly as possible.

We will be providing an update to individual schools when our engagement with the Department of Public Expenditure, NDP Delivery and Reform concludes. In tandem with this, my Department’s Planning & Building Unit will also be updating Patron Bodies and School Management Bodies at that stage.

My Department will continue to liaise with the school’s patron body in relation to the school’s interim accommodation needs pending delivery of the permanent accommodation for the schools.

School Admissions

Ceisteanna (762, 764, 765, 766, 767, 768, 770)

Bernard Durkan

Ceist:

762. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Maynooth, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools including gaelcholaiste; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [13648/23]

Bernard Durkan

Ceist:

764. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Kilcock, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [13650/23]

Bernard Durkan

Ceist:

765. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Clane, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption with particular to the children whose parents previously attend the local schools; and if she will make a statement on the matter. [13651/23]

Bernard Durkan

Ceist:

766. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Naas, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [13652/23]

Bernard Durkan

Ceist:

767. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Sallins, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [13653/23]

Bernard Durkan

Ceist:

768. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Prosperous, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [13654/23]

Bernard Durkan

Ceist:

770. Deputy Bernard J. Durkan asked the Minister for Education the current position and extent of the dialogue taking place between the relevant section of her Department and the relevant school authorities and parents awaiting or anticipating progress in respect of pre-primary, primary and post-primary schools in Naas, County Kildare with particular reference to the need to ensure the provision of adequate school places at all levels in a unified way thereby eliminating any snags that might arise such as the availability of the necessary finance in order to allow the educational needs of the town continue to be met in a way which takes account of the rapidly increasing population of the area and at the same time report progress on the various deliberations; and if she will make a statement on the matter. [13656/23]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 762, 764, 765, 766, 767, 768 and 770 together.

My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.

Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.

As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.

While my Department is aware of increasing pressures and demand for additional school places in Co. Kildare it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – pupils have applied for a place to a number of schools in the area- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils- External draw – pupils coming from outside the local area

My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.

This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.

School Admissions

Ceisteanna (763)

Bernard Durkan

Ceist:

763. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Leixlip, County Kildare at pre-primary, primary and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [13649/23]

Freagraí scríofa

Minister for Education

I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department. The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).

In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.

While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – pupils have applied for a place to a number of schools in the area

- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils- External draw – pupils coming from outside the local area

My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.

Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.

Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places at primary and post primary level in a small number of areas across the country. With the support of my Department, a significant number of additional junior infant and first year places have already been made available in schools in recent weeks. Engagement is ongoing with further schools and patrons with a view to making increased provision where necessary. It is expected that these places will become available imminently.

The current status of approved projects under the school building programme is listed on a county by county basis on my Department's website at www.gov.ie and is updated regularly.

Question No. 764 answered with Question No. 762.

Question No. 765 answered with Question No. 762.

Question No. 766 answered with Question No. 762.

Question No. 767 answered with Question No. 762.