Written Answers Nos. 49-65
49. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment if he supports or opposes the changes to the Corporate Sustainability Due Diligence Directive which reduces the number of companies covered under the Directive to companies with more than 1,000 employees and €450 million annual turnover. [18153/24]
Amharc ar fhreagra50. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment regarding the Corporate Sustainability Due Diligence Directive, if he supports the lengthy approach to transposition of the Directive which would delay the provision in the Directive; if not, if he will commit to ensuring that cross-departmental work is initiated as soon as possible to transpose the directive into Irish law as quickly as possible. [18154/24]
Amharc ar fhreagra51. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment if he will commit to supporting the value chain definition based on the internationally agreed standards (UN Guiding Principles on Business and Human Rights and the OECD Guidelines for MNCs) and work to ensure that serious downstream human rights impacts are not excluded when it comes to transposing the Corporate Sustainability Due Diligence Directive into Irish law. [18155/24]
Amharc ar fhreagra52. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment if he supports the agreed compromise in relation to the Corporate Sustainability Due Diligence Directive which excludes the financial sector from carrying out due diligence on its clients; and if not, the steps is he willing to take to rectify this domestically. [18156/24]
Amharc ar fhreagraI propose to take Questions Nos. 49, 50, 51 and 52 together.
Ireland has consistently been supportive of the objectives of the proposed Directive on Corporate Sustainability Due Diligence (CSDD). I have been seeking to ensure that the proposal has ambition while striking the right balance of providing effective protections for stakeholders and ensuring that the measures to be implemented by companies are clear, proportionate, and enforceable.
At the outset, it is important to clarify that the proposal has yet to be formally adopted at EU level. The final compromise text was recently agreed by Council and I understand that sign-off by the European Parliament is expected at the plenary session this week. However, it is expected that the finalised Directive will not come into effect for a number of months.
In relation to the thresholds to determine companies in scope, I had supported the lower thresholds as set out in the original proposal. Despite the scaling back of the companies in scope to very large companies, it should be noted that such companies are key drivers of behavioural change not just in relation to their own extensive supply chains but also across the markets in which they operate.
The proposed directive provides for a two-year transposition period, which is not unusual for a Directive, in order to provide Member States with sufficient time to implement the proposals. Work is progressing within my Department to ensure that transposition can take place in a timely fashion. However, it is important to point out that companies within scope are also likely to come within the remit of the Corporate Sustainability Reporting Directive (CSRD) with the first reports due under that Directive in 2025.
The original proposal, as published, had sought to address adverse impacts wherever they arise in the value chain, whether upstream (to source) or downstream (to end user). However, negotiations on this concept of a value chain were difficult and the compromise reached provided for a new concept of “chain of activities”. This encompasses both upstream and certain elements of downstream activity, i.e. distribution, transport and storage.
I considered that it was appropriate that the proposal applied to all sectors of the economy, including the financial sector. However, obtaining agreement regarding the treatment of the financial sector proved to be one of the more challenging aspects of the negotiations. The final compromise provides for a review clause which requires the European Commission to submit a report within two years on how the financial sector due diligence measures could be incorporated into the CSDD.
53. Deputy Ged Nash asked the Minister for Enterprise, Trade and Employment for figures on the total spend for all forms of advertising in the years 2022 and 2023 in his Department; if figures can be provided on each Department’s spend on local media advertising (print and broadcast respectively, and broken down on that basis) for those years; if the Department used/uses an agency to place advertising; and if he will make a statement on the matter. [18389/24]
Amharc ar fhreagraMy Department carried out a number of advertising campaigns in national, local, online and social media during 2022 and 2023 which included, promotion of nine Building Better Business events around the country in 2023, the Small Company Administrative Rescue Process (SCARP), energy saving measures for businesses and a number of employment rights issues.
The overall total advertising spend by my Department for the years 2022 and 2023 was €502,093.08.
The total spend on local media advertising was €167,539.72. Set out below is the breakdown of local radio and local newspaper spend for this period.
I can confirm that my Department engages the services of a media agency for the purposes of advertisement placement and reaching audiences across a range of mediums.
|
2022 |
2022 |
2022 |
2023 |
2023 |
2023 |
|
Overall Advertising Spend |
Local Media Advertising Spend- Print |
Local Media Advertising Spend- Broadcast |
Overall Advertising Spend |
Local Media Advertising Spend- Print |
Local Media Advertising Spend- Broadcast |
|
€263,570.62 |
€44,924.26 |
€6,406.23 |
€238,522.46 |
€58,680.6 |
€57,528.63 |
54. Deputy Carol Nolan asked the Minister for Enterprise, Trade and Employment if his Department has at any time engaged the services of a company (details supplied) or allocated the company funding or support in any capacity; if he or his officials have engaged with personnel from the company; if so, the details of same; and if he will make a statement on the matter. [18441/24]
Amharc ar fhreagraBased on records available, my Department has not engaged the services of, or allocated funding to, the company in question.
55. Deputy Cathal Crowe asked the Minister for Education if her Department will give positive consideration to the application supplied by a school (details supplied) seeking DEIS status. [18142/24]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. 1 in 4 students and 30% of schools are now supported in the programme.
This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180million.
Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified 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 was applied fairly and equally to all schools.
The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie .
In accordance with Circular 0019/22 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, the window for appeals has now closed 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.
The extension of the DEIS programme to new schools is just one component 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 also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past four budgets, I have secured funding to provide measures to support children in this regard.
My Department recognises the need to target resources to those schools who need them most and the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage.
The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review is ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and this, along with other data, will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
56. Deputy Cathal Crowe asked the Minister for Education if she will give consideration to the disbandment of Croke Park hours for teachers; and if she will make a statement on the matter. [18152/24]
Amharc ar fhreagraCroke Park Hours were introduced in 2010 to all Public Servants under the Public Service Agreement 2010-2014 and under this agreement teachers agreed to work an additional one hour per week of non-class contact activities over the course of a school year. The Croke Park hours are 33 additional hours a year at post primary (36 hours at primary) worked by teachers. These hours were reviewed under subsequent Public Service Pay Agreements including Haddington Road and Lansdowne Road Agreements. These hours are used within the school system to facilitate certain essential activities involving the entire teaching staff or groups of teachers to take place. Examples include staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development, pre and post school supervision, policy development and in-service arrangements, but this is not an exhaustive list of duties. Utilisation of the additional hours for these purposes has practically eliminated school closures which were previously necessary for these activities.
Under the Haddington Road Agreement, it was agreed that up to 5 of the hours required of primary and post primary teachers under the Croke Park Agreement could be used for planning and development work, on other than a whole school basis. Under the Lansdowne Road Agreement, the revision agreed under the Haddington Road Agreement was revised to allow for up to 10 hours of the 33 hours at primary and 36 hours at post primary to be used for planning and development on an “other than whole” school basis.
Any proposal to amend or remove these hours would need to be considered in detail by the relevant industrial relations mechanisms in the education sector. Should teachers cease working these hours, schools would be forced to again close for these activities, resulting in interruption to tuition time for students and significant inconvenience for parents. It would result in a decrease in class contact time and reduce the quality of educational experience for students and create further problems within an already confined time limit of the school year.
57. Deputy Peadar Tóibín asked the Minister for Education the number of special education teachers within the education system for each of the past five years; and the number of National Educational Psychology Services staff that exist for each of the past five years. [18164/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The following table outlines the number of special educational teachers in mainstream classes since 2020.
|
Year |
No of special education teachers (Mainstream classes only) |
|
2020 |
13,529 |
|
2021 |
13,620 |
|
2022 |
13,765 |
|
2023 |
14,385 |
|
2024 |
14,590 |
Additional teaching staff are also allocated to special classes and special schools.
There are currently 232 psychologists employed in the National Educational Psychological Service (NEPS) which is equal to 225 whole time equivalents. This has risen from 201 whole time equivalents in 2020.
The Public Appointments Service (PAS) commenced a recruitment campaign for educational psychologists at the end of 2023 and interviews have since taken place. My department is actively engaging with the PAS to maximise the numbers of psychologists being recruited.
In 2024, €2.7 billion is being spent on special education, an increase of €113 million. This is dedicated to providing supports for children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the NEPS.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
58. Deputy Frankie Feighan asked the Minister for Education if her Department has made a decision regarding a two-classroom autism unit for a school (details supplied) in County Leitrim; and if she will make a statement on the matter. [18179/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Of these, 6 are in Leitrim, 5 at primary level and 1 at post-primary level. This brings to 27 the number of special classes in County Leitrim, 13 at primary level and 14 at post-primary level. The vast majority of these classes are autism classes and have a teacher/student ratio of 1:6.
The NCSE has advised my department that there are six children known to them who are seeking a special class placement in the local area.
Where special classes are sanctioned in Irish language schools, circular 0013/2017 on Special Education Teaching Allocation notes that the support provided for students by schools to assist with students’ literacy development may be conducted in Irish or English, or a combination of both, as considered necessary by the school.
In relation to the first school referred to by the Deputy, my department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme.
The purpose of my department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
A proposed brief of accommodation has been issued to the school and it is currently with their board of management for consideration. The brief issued to school is for one special education classroom and three special education tuition rooms to be delivered through a traditional construction delivery method. Officials in my department await a response from the school authority.
In relation to the second school referred to by the Deputy, the NCSE has advised my department that a class has been sanctioned for the school and the principal has confirmed that supports will be put in place for the new pupils to the class in the mediums of English and Irish.
Planning for special classes and special school places is continues ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
59. Deputy Catherine Murphy asked the Minister for Education if she will sign a letter of intent in respect of a gaelscoil building project (details supplied) in Clondalkin, County Dublin; the reason for the delay in delivering this build; if her attention has been drawn to the duration of time that the school has operated in prefabs; the budget allocated to the delivery of the project and estimated time for delivery (details supplied). [18184/24]
Amharc ar fhreagraThe large scale capital project for the school referred to by the Deputy is part of a Campus project with two other schools. The project is included in the Department’s Construction Programme which will be delivered under the National Development Plan (NDP) as part of Project Ireland 2040 framework.
The project brief includes the phased construction of two 16 classroom primary schools for with a PE hall for the post primary school on a shared campus.
The Department’s planning and building unit is currently assessing its work programme and priorities for 2024 in the context of overall requirements. The campus remains a priority for delivery, in line with the accommodation issues present at the schools.
The tender process was undertaken and a contractor identified.
The next steps for the project will be the completion of the tender process and progression to Stage 4 – Construction.
The Department of Education, want to reassure the school communities that the school building project will be progressed and delivered.
The Department will update the school authorities when there is a further update on the progression of the major projects.
60. Deputy Catherine Murphy asked the Minister for Education the date on which a building (details supplied) in Naas, County Kildare will be ready for pupils to use. [18185/24]
Amharc ar fhreagraThe large scale capital project at the school referred to by the Deputy is at Architectural Planning Stage 3 - Tender Action and Award.
The authorisation to issue the Letter of Intent progressed last week, when the Letter of Intent issues, as per procurement rules, there is a 14 day standstill period, following which, should the contractor accept, a Letter of Acceptance can issue. Only when the Letter of Acceptance has issued is there a contract in place to enable construction to commence and all the contract terms and conditions apply.
Once the contractor has been appointed, it is expected that it will take approximately 15 months to complete the project.
The Design Team and Department of Education officials are in contact with the Board of Management of the school, ensuring they are fully briefed on the progression of the project.
61. Deputy Colm Burke asked the Minister for Education to confirm why a school (details supplied) has recently been refused approval under the Emergency Works Programme for an urgent project which impacts children’s safety in this school; and if she will make a statement on the matter. [18199/24]
Amharc ar fhreagraThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) to remove and replace the flooring of the entire school. This application was assessed by the Emergency Works team and deemed not to fall within the remit of the EWS as it is a maintenance matter, however the option is also open to the school to apply for these works under the Summer Works Scheme when it next opens for applications.
As the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.
The Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning for 2024 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
62. Deputy Marc Ó Cathasaigh asked the Minister for Education when her Department's ICT grant monies will be paid to schools; and if she will make a statement on the matter. [18200/24]
Amharc ar fhreagraI recently announced €50 million in grant funding for Information and Communications Technology (ICT) , which has now issued to all recognised primary, special Schools and post-primary schools. This ICT funding is being provided to schools to help them continue to use digital technologies in their teaching, learning and assessment and which represents the second tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
Under the previous Digital Strategy for Schools 2015 to 2020, saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Additionally, further Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
63. Deputy Marc Ó Cathasaigh asked the Minister for Education when her Department minor works grant monies will be paid to schools; and if she will make a statement on the matter. [18201/24]
Amharc ar fhreagraSince 2020, the Department of Education has invested in the region of €4.5 billion to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day. The Minor Works Grant is one important element of this record level of capital investment in school infrastructure.?
The Department recognises the importance of the Minor Works Grant to primary schools. Under Project Ireland 2040, a commitment was given that the Minor Works Grant would be paid in either December or January of the school year to all primary schools, including special schools.? In recent years my Department’s approach has been to pay the Minor Works Grant to primary schools in advance of the start of the following school year in order to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
Between 2018 and 2023 in the region of €310 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools. The Minor Works Grant for the current school year 2023/2024, was paid in April 2023, to all primary schools including special schools.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under the Minor Works Grant Scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and educational equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.
Arrangements are currently being made for the payment of €29 million in Minor Works grants to primary schools and special schools for the forthcoming 2024/25 school year and these payments will issue shortly.?
64. Deputy Richard Boyd Barrett asked the Minister for Education the latest updates on provision of new school places in the Dún Laoghaire area at primary and post-primary level; the latest population projections for the area; whether planned school place expansion is consistent with those projections; and if she will make a statement on the matter. [18210/24]
Amharc ar fhreagraI 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.
As the Deputy may be aware, while there can be enrolment pressures and demand for additional school places in some areas, it is important to note sometimes this may not be as a result of lack of accommodation, but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
In response to such previously identified demographic pressures, my Department is providing significant additional primary and post primary capacity in the Dún Laoghaire School Planning Area, including new school building projects for Gaelscoil Laighean and Dun Laoghaire ETNS. The project for Gaelscoil Laighean will be delivered under the Department’s ADAPT Programme at Mount Anville Road, Mount Merrion, Dublin 14. ADAPT is an acronym for "Accelerated Delivery of Architectural Planning and Tendering". The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe during the stages of architectural planning. The brief for this project is to deliver a new permanent 8 classroom Primary School with 2 classes for pupils with special educational needs, at the schools current location in Mount Merrion. The project is currently at Design Team Appointment stage, and it is anticipated that a Design Team will shortly be appointed for the major project for Gaelscoil Laighean. The Project Manager and my Department will inform the school authorities of the Design Team appointment. Upon ratification of the Design Team Appointment, the Project Manager will arrange an initial briefing meeting between all the Stakeholders prior to the Design Team commencing Stage 1 - Preliminary Design (assessment of site and location suitability and initial sketch scheme).
Dun Laoghaire ETNS has planning permission and will, along with a number of other projects with planning permission, be brought to the level of employer-led design with a Design Team assigned to do so under the supervision of my Department’s Project Manager. This building project will provide a new 16 classroom primary school and accommodation, including two classrooms for children with special educational needs. The process of appointing the Design Team from my Department’s Frameworks of Consultants was completed in September 2023 and the project is now progressing through design development stages. 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 school and will provide further updates as the project progresses.
In addition to the above, there are 2 extension projects for Oatlands College which are currently at Stage 1 and Project Brief stage which will provide for an increased LTPE of 770.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
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 per population projections for the area, In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The total for the population enumerated in Census 2022 was 5,149,139 persons which is an increase of 8% since April 2016. Any change arising from an increase in the number of pupils directly linked to the Census is likely to be marginal in the short term relative to the overall challenge of meeting our targets. This is because we already have the precise enrolment numbers for all of the children covered by the census. The only immediate change is likely to be to the projected intake to infant classes next September but this would already have been tracked through monitoring of child benefit data.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
The most recent projections for the Dún Laoghaire School Planning area indicate the projected peak year for enrolments at primary level is 2027 and at post primary level the projected peak year was 2023.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
I can assure the Deputy that my Department will continue to keep the school place requirements in the Dún Laoghaire School Planning Area, as with other areas across the country, under review.
65. Deputy Patricia Ryan asked the Minister for Education if she will provide a definite location for the proposed special school in County Kildare; the current status of the process; and the timeline for completion of same. [18220/24]
Amharc ar fhreagraI can confirm to the Deputy that the initial start-up location for the new special school in Kildare will be at the Craddockstown Education Campus beside Naas Community National School. The longer-term location for this new special school, which is under the patronage of Kildare and Wicklow Education and Training Board will be confirmed in due course.
This follows the announcement on 6 December 2023 of the establishment of four new special schools for the 2024/2025 school year in Kildare, Limerick, Meath and Wexford to cater for young people with autism and complex learning needs up to 18 years of age.
