Written Answers Nos. 24-43
24. Deputy Carol Nolan asked the Minister for Public Expenditure, National Development Plan Delivery and Reform to provide a schedule of Garda stations in Offaly and Laois that are the subject of capital works, by location; the budget associated with same and the nature of the works; the stage the projects are at currently and the expected completion date; and if he will make a statement on the matter. [21956/24]
View answer25. Deputy Carol Nolan asked the Minister for Public Expenditure, National Development Plan Delivery and Reform to provide a schedule of Garda stations in Offaly and Laois that are the subject of internal renovation and or retrofitting works, by location; the budget associated with same and the nature of the works; the stage the projects are at currently and the expected completion date; and if he will make a statement on the matter. [21957/24]
View answerI propose to take Questions Nos. 24 and 25 together.
The Office of Public Works can confirm the following Garda stations in Laois and Offaly are subject to internal renovation, retrofitting and/or capital works. The Garda Stations, the nature of the works, the stage the projects are at currently, and the expected completion date of the works is outlined in the table below, and include only works valued in excess of €200,000 excl VAT. As these projects are not yet complete the budget estimates are considered commercially sensitive at this time. The works outlined relate to works funded by both OPW and An Garda Síochána.
The commencement/completion dates for the works are subject to the final sign off, of operational and design requirements by An Garda Síochána and successful tendering process.
|
Garda Station |
The nature of the works |
Current stage of the project |
The cost of the works excluding VAT |
Expected completion date |
|
Abbeyleix GS |
Cell Upgrade |
On Site |
TBC |
Q3 2024 |
|
Arles GS |
Universal Access & Refurbishment |
On Site |
TBC |
Q2 2024 |
|
Mountmellick GS |
Universal Access Works |
On site |
TBC |
Q3 2024 |
|
Stradbally GS |
Universal Access Works |
Defects Period |
TBC |
Q3 2024 |
|
Kilcormac GS |
Ground Floor Refurbishment |
Tender Preparation |
TBC |
Q4 2024 |
|
Birr GS |
Cell Upgrade |
Preliminary |
TBC |
Q4 2024 |
|
Portlaoise GS |
Refurbishment, renovation & expansion of current Garda Station & associated projects |
Tender Stage |
TBC |
Q3 2027 |
26. Deputy Robert Troy asked the Minister for Public Expenditure, National Development Plan Delivery and Reform the steps being taken to resolve issues in the integrated pension system for those who joined the Civil Service after 1995, where currently in such cases persons who are retired from the Civil Service will have a State pension amount deducted from their Civil Service pension before they reach pension age, and therefore before they are in receipt of a State pension; and whether the Minister agrees this measure is completely unfair and should not apply until a recipient is actually in receipt of a State pension. [21981/24]
View answerFor all public servants who are fully insured (Class A PRSI) and who have been appointed before 1 January 2013 (introduction of Single Scheme) pension payment comprises of three components:
1. Public Service Occupational Pension payable by the public service employer from Voted expenditure, the calculation of which takes account of Social Insurance benefits that may be payable to the individual,
2. Social Insurance Benefit(s) (Jobseeker’s Benefit, State Pension Contributory (SPC) etc.), payable, subject to eligibility, by the Department of Social Protection (DSP) from the Social Insurance Fund and
3. Where the full rate of SPC is not payable, a supplementary pension equivalent to a non-integrated pension i.e. a pension based on 1/80th per year of service to max of 40 years, referred as an ‘Occupational Supplementary Pension’, which is payable, subject to eligibility, by the public service employer from Voted expenditure.
This approach is often referred to as an ‘integrated’ pension, as it takes into account the fact that employees are fully socially insured and includes the value of the social insurance benefit(s) in the total value of the pension. This is to prevent “double pensioning” where both an occupational public service pension and the SPC would be payable.
Integration/Coordination
A significant number of occupational pension schemes (both private and public sector) make an allowance for the State Pension when providing a pension from the scheme. This is known as ‘integration’, also sometimes referred to as 'coordination'.
An integrated scheme looks at the State Pension as part of the total pension package promised to employees on retirement. One reason for this is that both employers and employees make PRSI contributions and these, in turn, entitle scheme members to Social Welfare benefits, including the State Pension Contributory.
Integration is used as a means of taking into account the benefits payable under the Social Welfare system to calculate:
• the amount of pension payable from a pension scheme, so that the combined pension from both sources (State pension and occupational pension) is at the level being aimed for in the scheme's design; and
• the level of contributions payable by the employee towards the cost of their occupational pension, so that the contributions payable to an occupational pension scheme reflect the offset from scheme benefits to allow for the State pension.
Typically this is achieved by using an offset from salary in respect of the State Pension and calculating pension benefits and contributions based on this lower 'pensionable salary'. In public service pension schemes, the offset is calculated at the time of retirement based on the rate of “pensionable remuneration” and the rate of SPC at that time.
Occupational Supplementary Pension
Where a Public Servant retires before State Pension age (for example because they have an entitlement to retire from age 60 or in the case of Gardaí, Defence Forces, Prison Officers etc. to retire from age 50/55 and must retire at age 60) they may be entitled to an occupational supplementary pension subject to meeting certain criteria. This supplementary pension is designed to give eligible members not in receipt of the contributory state pensions or other relevant social welfare supports pension benefits equivalent to those they would have received if integration had not applied to their occupational pension.
The occupational supplementary pension is not paid automatically; the public service pensioner must apply for an occupational supplementary pension. The public service pensioner must have reached minimum pension age in accordance with their pension scheme rules and be in receipt of their occupational pension. In addition, the grant of an occupational supplementary pension is conditional upon a number criteria as follows:
1. The individual must not be engaged in full time paid employment;
2. The individual must not qualify for social insurance benefit or fail to qualify for such benefit at the maximum rate; and
3. The failure to qualify for a social insurance benefit must be due to causes outside his or her control.
The second condition is important to ensure no duplication of payments from public funds. To verify this condition, prior to payment of the occupational supplementary pension, a retired public servant must engage with the Department of Social Protection and obtain proof that they have exhausted any relevant benefits for which they may be eligible under the social insurance system.
My Department is aware of the issues have been raised previously with regard to the current procedure for applying for supplementary pensions, and is actively engaging with stakeholders to develop a more streamlined administrative process.
27. Deputy Brendan Griffin asked the Minister for Enterprise, Trade and Employment if a late increased cost-of-living business grant application will be accepted from a business (details supplied) in County Kerry; and if he will make a statement on the matter. [21958/24]
View answerAs you are aware, as part of Budget 2024, the Government signed off on a package of €257 million for the Increased Cost of Business (ICOB) grant as a vital measure for small and medium businesses.
This scheme closed on the 1st of May and the ICOB portal is not live at the moment. Over 74,000 businesses have registered for the grant. The Local Authorities are beginning to make payments to businesses once their details have been verified. Analysis has been undertaken in relation to the grant scheme. A decision will be made this week and I expect to make an announcement in relation to the next steps of the ICOB scheme very soon.
28. Deputy Peadar Tóibín asked the Minister for Enterprise, Trade and Employment the number of publicly funded contracts awarded to a company (details supplied) by his Department in each of the past ten years; the cost of each contract; and the purpose for which each contract was awarded. [18662/24]
View answerNo publicly funded contracts were awarded to Bam Ireland by my Department in the past ten years.
29. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment the capital investment in computer and data infrastructure, by investment, in each of the years since 2011, in tabular form. [21990/24]
View answerThe ICT Unit of my Department has informed me that the total capital investment in compute and data infrastructure, which includes server and network hardware used to deliver ICT services to the public and staff in my Department; and PC's, Laptops, tablets, printers etc. used directly by staff in my Department in the performance of their duties is as follows.
|
Year |
Amount |
|
2011 |
€613,953 |
|
2012 |
€518,873 |
|
2013 |
€507,456 |
|
2014 |
€756,514 |
|
2015 |
€735,641 |
|
2016 |
€1,139,448 |
|
2017 |
€1,077,213 |
|
2018 |
€626,521 |
|
2019 |
€805,424 |
|
2020 |
€1,420,308 |
|
2021 |
€638,214 |
|
2022 |
€727,691 |
|
2023 |
€960,334 |
30. Deputy Verona Murphy asked the Minister for Enterprise, Trade and Employment the timeline for the new employment scheme for non-EEA fishermen; the estimated start date for the employment scheme, which was to replace the atypical working scheme for non-EEA fishers; when stakeholders will be notified and informed of the scheme; and if he will make a statement on the matter. [22062/24]
View answerReview and consideration of sectoral submissions on the topic, and further consultation with the relevant stakeholders has been conducted by my department to conclude the transition from the atypical working scheme and to establish the conditions governing the fishing sector's access to the employment permits system in a structured and well managed manner.
I am informed by officials that the occupation of Sea-fisher will be made eligible for the General Employment Permit in the coming weeks, with the relevant Statutory Instrument under consideration.
Stakeholders will be notified upon the completion of the process.
31. Deputy Paul Murphy asked the Minister for Education if she will ensure the provision of local school placements for students (details supplied); if she can help to get them placements so they can be reunited with their families or ensure they are guaranteed admission for the next school term in any school that is within reasonable distance from where the family resides. [21933/24]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s 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 that area.
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 will 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.
All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/
32. Deputy Duncan Smith asked the Minister for Education if she can confirm that a person (details supplied) will be able to access an autism class in a primary school in their locality; and if she will make a statement on the matter. [21934/24]
View answerEnabling 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 NCSE has advised my Department that the local special educational needs organiser (SENO) continues to work closely with the family regarding special education placements options. The NCSE is actively working on enhancing capacity in the local area and remain available to assist and advise the parent of students with special educational need. The local SENO will continue to keep the family updated on developments at a local level.
Almost 300 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year, and of these 30 are in County Dublin. This means there is now over 3,000 special classes in our education system. The NCSE continue to sanction classes for the coming school year. As these new classes are sanctioned, the NCSE will support families to make applications for places.
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, 1,700 new special classes have been sanctioned by the NCSE and seven new special schools have been established in recent years. In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick
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, 300 additional special school places and will increase the number of teaching and SNA posts.
An additional 744 teachers and 1,216 SNAs will be 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.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
33. Deputy Sean Sherlock asked the Minister for Education if there is any discretion available on a matter (details supplied). [21935/24]
View answerI refer to your representation on behalf of a student attending the relevant School.
Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), are responsible for processing applications from schools for special educational needs supports. SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme has been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The NCSE operates within my Department's criteria, in making recommendations for support. Schools make applications directly to the appropriate SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs, and where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student. The reason the application for assistive technology grant for the student concerned could not be recommended by the SENO was that the information provided does not confirm a diagnosed disability or medical condition in line with Department of Education policy circulars.
It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: www.gov.ie/en/service/237c68-assistive-technology-grant/
Separately, where an appeal has been unsuccessful, but new information becomes available, it is open to the school to submit a new application to the SENO for consideration.
It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-information
34. Deputy Niamh Smyth asked the Minister for Education if she is reviewing sick leave for a section of staff based on correspondence (details supplied); and if she will make a statement on the matter. [21936/24]
View answerI refer to your recent correspondence to the Minister for Education, Ms. Norma Foley TD, in relation to supports for Teachers and Special Needs Assistants on foot of an assault in the course of their work.
In accordance with Section 14 of the Education Act 1998, it is the duty of the Patron to appoint, where practicable, a Board of Management. The Board of Management is the body of persons or the person appointed by the Patron to manage the school on his/her behalf, including issues surrounding health and safety.
While the Department of Education has statutory functions in the setting of terms and conditions for teachers and Special Needs Assistants, the Department of Education is not the employer.
The Department of Public Expenditure, NDP Delivery and Reform (DPENDR) determines the terms and conditions of Leave Schemes for Public Servants, which includes teachers and SNAs. In this regard, the limits imposed in the Assault Leave Circular for Teachers was agreed with Education Partners in conjunction with DPENDR.
The Leave of Absence following Assault Scheme is contained in the Department’s Circular Letter 0061/2017 for teachers and 0062/2017 for SNAs. It provides for special leave with pay (subject to specified limits) to a teacher or special needs assistant who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period.
Any subsequent absence will be dealt with under the Sick Leave Scheme. When calculating a teacher’s entitlement, any Assault Leave/Leave of Absence following Assault granted in the previous four years from the current absence will be taken into account in determining access to leave under this scheme.
A Leave of Absence following Assault ends on:
• The ceasing of the certification by a duly qualified medical practitioner of the physical injury; or
• the maximum leave limits available under this scheme being exhausted;
• or certification of fitness to return to duties.
A Teacher/SNA who has exhausted the maximum period of paid leave under the Scheme for Leave of Absence following Assault and who is still medically unfit to resume duty may avail of Sick Leave under the Sick Leave Scheme, subject to the normal rules of that scheme.
The Employee Assistance Service, which is currently provided by Spectrum.Life, is available as a supportive resource for teachers and SNAs. The freephone confidential helpline is 1800 411 057 and is available 24 hours a day, 365 days a year. Supportive resources may include short term counselling (up to six sessions). If the EAS recommends additional short-term counselling sessions with the teacher or SNA, the Department can facilitate this request.
The Department recognises the importance of wellbeing for our school communities. Wellbeing promotion is a fundamental element of the Department’s overall plan to support schools in providing advice and support to managers to deal with health and wellbeing issues in the workplace.
In response to the identified need for guidance for schools, the DE established a working group to develop guidelines for schools on the prevention and management of behaviour that challenges, where such behaviour poses imminent danger of serious physical harm to self or others within the school environment.
The guidelines have been developed in the context of the DES Wellbeing Policy Statement and Framework for Practice (2018, revised 2019), which acknowledges the role of schools in the promotion of wellbeing. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation. A range of training options will be available to schools once the Guidelines are published, including procured training on understanding behaviours of concern and responding to crisis situations. It is expected the guidelines will be finalised and published before the new academic year; the guidelines apply to all recognised schools.
35. Deputy Steven Matthews asked the Minister for Education the position regarding the new school building for a school (details supplied); the timeline for the completion of same; and if she will make a statement on the matter. [21959/24]
View answerA potential property has been identified to provide permanent accommodation for the school referred to by the Deputy.
An architectural consultant has determined that it is feasible to develop this site and property to provide the accommodation required by the school.
Given the commercial sensitivities associated with acquisitions generally I am not in a position to comment further at this time.
The Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body and school community updated.
I wish to assure you that the provision of a permanent location for this school is a priority for the Department.
36. Deputy Aodhán Ó Ríordáin asked the Minister for Education the average class size of primary schools, on a county-by-county breakdown, for the 2023-24 school year. [21975/24]
View answerWe expect to publish primary school class tables for 2023-2024 as part of our final enrolment publications in June 2024.
Once the class tables have been published we will be in a position to answer the Deputy's query concerning the average class sizes for academic year 2023-2024.
37. Deputy Peadar Tóibín asked the Minister for Education the number of publicly funded contracts awarded to a company (details supplied) by her Department in each of the past ten years; the cost of each contract; and the purpose for which each contract was awarded. [18662/24]
View answerThe Department of Education have not entered directly into any contracts with BAM Ireland in the last 10 years, however under a frame work of Design & Build contractors established during 2020, the DoE have entered into 1 contract with a joint venture consisting of 2 Contractors in which BAM Ireland are part of the joint venture, BAM Glasgiven JV Ltd using the Public Works Contract, Building works designed by the Contractor. (PW-CF-2)
During 2021, 4 school buildings were awarded under this contract to the joint venture BAM Glasgiven JV Ltd, under which BAM Ireland were responsible for the delivery of 3 of the 4 school building projects. The cost and purpose of each school building are as follows:
Chnoc Liamhna Knocklyon, a 16 classroom primary school building to a contract value of €10,306,116.09
Ballinteer ETNS a 16 classroom Primary school with 2 SEN room and PE hall to a contract value of €16,628,796.75
Rochestown ETNS 24 classroom primary school and 3 SEN rooms to a contract Value of €17,061276.39
38. Deputy Anne Rabbitte asked the Minister for Education the steps being taken to support children attending a school (details supplied) after the board of management made changes to its enrolment policy for the senior DLD class, resulting in the loss of service; and if she will make a statement on the matter. [21984/24]
View answerEnabling 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 NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
The provision of health supports, including speech and language therapy services, is the responsibility of the HSE.
Students with Specific Speech and Language Difficulties (SSLD) have access to speech therapy services either through the speech and language therapy services provided in the special class setting by the Health Service Executive (HSE), or through the HSE’s primary care service.
Enrolments into SSLD classes are managed locally by an admissions & discharges committee, comprising the Speech and Language Therapy Manager, Speech and Language Therapist, Class Teacher and Principal. The NCSE is not represented on this committee.
The criteria for enrolment in a Special Class for pupils with SSLD is set out in the Department's Circular 0038/2007.
Students with specific speech and language difficulties that are not enrolled in a special class for SSLD may qualify for additional teaching support under the school's special education teaching support provision.
In relation to the school referred to by the Deputy, the NCSE advise my Department that a number of issues emerged in discussions between the school and the HSE in relation to admissions for the class for the coming 2024/2025 school year. The NCSE intervened to support the school and the HSE to work through these issues. A number of meetings were held and at the last meeting the HSE outlined that they were withdrawing their Speech and Language Therapy services for the class. The class therefore cannot operate for the coming school year.
The NCSE continue to be available to mediate between the school and the HSE local team to work through any issues relating to admission. The HSE continue to provide supports for another speech and language class in a Junior school on the same campus as the school referred to by the Deputy.
Any decision on the provision of speech and language supports for the school is ultimately a decision for the HSE. The NCSE consider that it will be difficult to establish another speech and language class in another school ahead of the coming school year. Therefore, I would ask the school and the HSE to reconvene discussions on admission and work to reinstate HSE supports to allow this much needed class to continue to operate for the coming school year. This particular class has been in operation since 1995.
39. Deputy Darren O'Rourke asked the Minister for Education for an update on the lease agreement in place for temporary accommodation for a school (details supplied); when the lease is due to expire; if plans are in place to extend the lease if necessary; and if she will make a statement on the matter. [21994/24]
View answerThe school referred to by the Deputy is currently located in interim accommodation at the property referred to by the Deputy. My Department is currently in negotiations with the landlord regarding a Licence extension and is currently working on providing additional interim accommodation in order to meet the school’s accommodation requirements for September 2024.
40. Deputy Ged Nash asked the Minister for Education her views on the difficulties experienced in DEIS schools following the reduction in the primary schools books grant (details supplied); if she will review this decision; and if she will make a statement on the matter. [21997/24]
View answerMy 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 €32 million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180 million. 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.
My Department recognises that schools will require support to implement the new Primary Mathematics Curriculum, and acknowledges the additional costs associated with purchasing learning materials to support this implementation. Funding for schools to support the implementation of the new curriculum is currently under consideration.
With specific regard to the Primary Schoolbooks Scheme in Budget 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 563,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.
As the scheme is now implemented in every recognised primary and special school it is expected that schools have used the funding provided in the 2023/24 school year to purchase stocks of schoolbooks and other classroom resources. Many of these items are now available to schools for reuse in the 2024/25 school year and in future school years. The funding allocated to the scheme in the 2024/25 school year takes account of this.
Schools will receive €80 per pupil enrolled as of September 2023. It is open to schools to look at their requirements and plan their budget across each of the years collectively. They may choose to spend more than €80 per pupil in 6th class and in turn, spend less than that per pupil in 1st class. In other words, while schools will receive the money at the same per capita rate for all pupils they can choose to spread that expenditure differently across the years depending on the requirements.
As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.
41. Deputy Pádraig O'Sullivan asked the Minister for Education if her Department will engage with a person (details supplied) regarding pay scale concerns; and if she will make a statement on the matter. [21998/24]
View answerThe teacher referred to by the Deputy is registered with the Teaching Council under Route 2 (Post Primary) and Route 3 (Further Education). He is currently working in a special primary school. As he was not registered with the Teaching Council under Route 1 (Primary) registration he was paid an unqualified rate of pay.
With effect from September 2023 post primary qualified teachers (Route 2) who are teaching in special primary schools may now be paid the qualified rate of pay. This was not the case previously.
The necessary arrangements are being made to update the teacher's applicable pay rate to the qualified rate of pay. Staff in the Payroll Division of my Department will be in direct contact with the teacher regarding the payment date.
42. Deputy Niamh Smyth asked the Minister for Education if the case of a student (details supplied) will be reviewed, given that Bus Éireann has been made aware of the issue regarding the special class in this case and has requested that the case be referred to her Department for review. [22001/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, a pupil with special educational needs is eligible for school transport if they are attending the nearest recognised mainstream school, special class/special school or unit, that is or can be resourced, to meet the child's special educational needs under Department of Education criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Bus Éireann have advised that an application for transport under the above scheme has not been received for the pupil in question, however an application for mainstream transport was submitted in relation to the pupil. Under the terms of the mainstream scheme, the pupil would not be deemed eligible for transport as they are not attending their closest school.
The family are urged to contact their school or SENO to arrange for an application for transport to be submitted under the School Transport Scheme for Children with Special Educational Needs so that they can be assessed for transport under this scheme.
43. Deputy Marc Ó Cathasaigh asked the Minister for Education if the forward-planning unit in her Department has identified the shortfall in school places at primary level in the east Waterford area; the plans to address same; and if she will make a statement on the matter. [22007/24]
View answerI 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.
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
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. East Waterford is located in the Waterford school planning area.
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 Waterford school planning area projected peak year at primary school level was 2018 with enrolment decreasing thereafter.
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.
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.
There are currently a number of active projects at primary level in the Waterford School Planning Area which will increase local capacity. 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 my 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.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at: www.tusla.ie/get-in-touch/education-and-welfare/
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 East Waterford area, as with other areas across the country, under review.
