Written Answers Nos. 534-553
534. Deputy Paul Murphy asked the Minister for Education the assistance that will be given to a school (details supplied) that is significantly under resourced, with difficulties for parents communicating with the school as a result; and if she will encourage the DDETB to meet with parents to discuss the issues. [46680/24]
View answerIn relation to school secretaries in ETB post-primary schools, each ETB is responsible for the recruitment and deployment of secretaries to their schools based on sanction issued by my Department with the level of such staffing determined by the number of pupils enrolled in the school in question.
Based on an increase in enrolment in the school referred to by the Deputy, Dublin and Dún Laoghaire ETB recently applied for and received sanction from my Department to recruit an additional school secretary with immediate effect.
The ETB has confirmed to my Department that it is now commencing the process to recruit an additional school secretary for the school.
535. Deputy Duncan Smith asked the Minister for Education the status of delivery of a new building for a school (details supplied) that has faced over a decade of delays; and if she will make a statement on the matter. [46685/24]
View answerThe Project referred to by the Deputy was approved to enter the Department’s pipeline of school buildings to provide the refurbishment and extension to an existing building.
The Tender Report for the project was recently received by my Department and is being reviewed by the Department's professional and technical team from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
Once this review has been completed the Department will contact the school authorities with the outcome for the progression of this much needed project.
536. Deputy Niamh Smyth asked the Minister for Education if she will examine a funding issue for a school (details supplied); and if she will make a statement on the matter. [46693/24]
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.
Following the largest expansion of the DEIS programme to date in 2022, benefitting 361 schools, the programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS bands does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different. Gender of students, or the designation of a school as single or mixed is not a factor in the DEIS identification model.
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.
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 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 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.
In July 2024 my Department welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'. The review finds that Ireland has an education system that consistently outperforms many other OECD countries but also exhibits relative socioeconomic fairness, making it one of the stronger performers globally. It also recognises the positive impact of resources provided universally to all schools, as well as the additional resources provided to schools in the DEIS programme, in addressing educational disadvantage.
The review also highlights continued improvements over the past decade in retention and attainment levels between children and young people in DEIS and non-DEIS schools. It notes that, even with these improvements, important differences in outcomes persist between DEIS and non-DEIS schools and for children and young people from disadvantaged backgrounds, and Travellers and Roma. This information and data has also informed the Traveller and Roma Education Strategy (TRES), published in July 2024 www.gov.ie/en/consultation/2545f-traveller-and-roma-education-strategy/.
The OECD review sets a number of recommendations for future policy, to bridge those gaps, improve equity and ensure every child and young person at risk of educational disadvantage is supported to achieve their potential in education. Over the coming months my Department will work with other Government Departments and agencies, the education partners, and stakeholders across the education sector to develop tangible actions informed by the recommendations set out. These actions will aim to build on the success of the DEIS programme through the development of a dynamic resource allocation model that can respond to changing levels of need and ensure that all children and young people in both DEIS and non-DEIS schools are supported to achieve in education.
Following the National Census conducted in April 2022, an updated HP Deprivation Index has been generated by Pobal. My officials are analysing this data, and it is currently under consideration.
My Department is currently developing an action plan to implement the recommendations from the OECD review. The plan is expected to be published by June 2025.
537. Deputy Emer Currie asked the Minister for Education for an urgent update on an appeal for emergency works submitted by a school (details supplied). [46695/24]
View answerThe school in question submitted an application for funding under the Emergency Works Scheme (EWS) for roof works. The application in question is currently being reviewed by the EWS team under the appeals process. Once this review process is complete the EWS team will engage further with the school as appropriate.
The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
538. Deputy Niamh Smyth asked the Minister for Education , further to Parliamentary Question No. 493 of 9 April, if the processing of the T1 form submitted to HSE recently will be expedited in order to facilitate a pension entitlement transfer for a person (details supplied); and if she will make a statement on the matter. [46701/24]
View answerI am pleased to inform the Deputy, as requested by the person concerned, officials in the Pension Unit of my Department have completed the process of transferring pensionable service in respect of employment with the HSE to the Primary Teachers’ Pension Scheme. The person concerned has also been issued with a statement of pensionable service and confirmation that she is now considered a non-new entrant (member of pre 2004 scheme).
539. Deputy James Lawless asked the Minister for Education to examine the issue of school places in Kill, County Kildare for the next academic year (details supplied); and if she will make a statement on the matter. [46702/24]
View answerThe 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 the Department.
As the Deputy may be aware, 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.
It is important to note that where enrolment pressures arise, it may not always 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; and
External draw.
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
Kill is located in the Naas School Planning area. Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision. 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.
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 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.
As the Deputy may be aware, the Educational Welfare Services 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. Contact details are available on Tusla’s website.
I want to assure the Deputy that my Department will continue to work to ensure a school place for every child throughout the Naas School Planning Area including Kill.
540. Deputy Michael Cahill asked the Minister for Education when refurbishment works at a school (details supplied) will move to tender; and if she will make a statement on the matter. [46721/24]
View answerThe project to which the Deputy refers is a Major Devolved project and has been devolved for delivery under the patronage of CEIST.
It is currently at Stage 2b of the architectural process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents.
Once the Design Team have completed the Stage 2b report, it will be submitted to the Department for review. Following this review, the next stage is tendering for a contractor and then onwards to construction, in due course.
While at this early stage it is not possible to provide a timeline for completion of the project, CEIST will be engaging directly with the school to keep it informed of progress.
541. Deputy David Cullinane asked the Minister for Education when a school (details supplied) will receive a modular unit for a special class, which is needed as a matter of urgency; and if she will contact the school to provide clarity on the timeline in order that the school can proceed as planned with opening the special class for the September 2025 intake. [46722/24]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of my Department’s Additional School Accommodation (or 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 National Council for Special Education (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.
The Department’s Modular Accommodation Programme is an important mechanism for facilitating accelerated delivery of necessary additional capacity – including in relation to special classes. However, as part of maximising existing capacity and managing within budgetary parameters this is targeted at schools where there is no existing capacity in the general area to facilitate the establishment of urgently required special classes.
A key focus of the Department is the utilisation of existing accommodation at schools to provide facilities for special classes. This approach supports accelerated delivery of the accommodation and provision which is well integrated within the mainstream school accommodation. It is consistent with the Department’s commitment to supporting the educational needs of children who require specialist placements while at the same time meeting the requirements of the Government’s Infrastructure Guidelines.
In planning for school place requirements and ensuring best use of limited resources, it is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible. This analysis is done as part of the Department’s assessment of applications for additional accommodation from individual schools.
Schools’ support for the establishment of special classes is very welcome. However, an analysis of both the need for special class places and existing capacity in schools in the general area will first need to be completed before a decision can be made on a school’s application for additional accommodation. In this regard, the Department is working very closely with the NCSE to ensure that the most appropriate solution is identified with a view to providing the most immediate and cost effective accommodation solutions for the establishment of new special classes.
In relation to special classes that require modular accommodation, it should be noted that there can be a lead in periods to provide same – depending on scale and complexity of the project. The Department’s approach is to advise schools that it is prudent to have contingency plans in place for modular accommodation projects that are approved by the Department. This contingency planning is supported by training, guidance and support from the NCSE in relation to the establishment of the special class.
The application from the school in question is currently being considered by my officials. Once the assessment process has been finalised the school authority will be notified of the decision directly.
542. Deputy Sorca Clarke asked the Minister for Education the measures that are being taken to ensure that the children of foreign nationals in counties Longford and Westmeath receive a fair education and are not disadvantaged due to language or cultural differences. [46735/24]
View answerAll children and young people up to the age of 18 years irrespective of status, including migrant children, children of international protection applicants, refugees, migrant workers and unaccompanied minors have access to free primary and post-primary education in the same way as Irish nationals. A school must admit all students applying where it is not oversubscribed and places are available. Schools must also state within their admission policy that they will not discriminate in their admission on any of nine specified grounds, including race and religion.
All parents have the right to choose which school to apply to, and parents with children of school-going age arriving in Ireland are free to contact schools directly to enrol their child/children. Where local pressure points for school places arise for newly arrived children, the Department works with the Regional Education and Language Teams (REALT) to put necessary arrangements in place to secure school places.
The Minister for Education Norma Foley announced in March 2022 the establishment of Regional Education and Language Teams (REALT) to support the needs of Ukrainian children arriving in Ireland.
These teams now also support IPAS (International Protection Accommodation Service) arrivals, and also IRPP (Irish Refugee Protection Programme) refugees where school placements are required either during accommodation in, or following resettlement from, ROC (reception and orientation centres) or as part of other state sponsored programmes or resettlements.
These Education and Language Teams are hosted by the 16 regional Education and Training Boards (ETBs), including Longford and Westmeath ETB. The REALT are staffed by existing regionally based education-support personnel working closely together to ensure good co-ordination and alignment of supports for these children.
The primary role of REALT is to assist children in finding school places and to support schools to meet the needs of these children as they arise, to advise and support the department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to Ukrainian and IP (International Protection) arrivals.
The regional teams are hosted and administratively supported within the ETBs and lead a network of other key agencies, including Tusla Education Support Service (TESS), National Educational Psychological Service (NEPS) regional personnel, National Council for Special Education (NCSE) regional personnel and management body local nominees working together with local schools. All of the key agencies working together in a holistic manner bring added value and efficiencies to the process of supporting Ukrainian and IP children.
Ukrainian and IP families may enrol their children in schools as per usual practice although REALT are available to assist these families where difficulties arise such as a lack of capacity.
The Statement of Strategy 2023–2025 sets out my Department’s vision for an education system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. The central goals of the strategy include providing high-quality education and a learning experience that meets the needs of all children and young people, ensuring equity of opportunity in education and ensuring that our education system welcomes all children and young people irrespective of their background or ability.
The Migrant Integration Strategy was published in 2017 and sets out the Government’s commitment to the promotion of migrant integration as a key part of Ireland’s renewal and as an underpinning principle of Irish society. The Strategy provides a framework for a range of actions to support migrants to participate fully in Irish life. These actions are designed to support the integration process, as well as to identify and address any remaining barriers to integration.
A key element of the Strategy’s vision was for migrants, and particularly their children, to benefit fully from the education system. Education-related actions included enactment of the Education (Admission to Schools) Bill 2016, and to keep the adequacy of language supports in schools under review continue to be progressed and our engagement with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) who have responsibility for the Strategy.
The Department has adapted to the dynamic landscape of student enrolment. This has been particularly effective in the context of the pace and volume of newly arrived students fleeing the war in Ukraine and the ongoing increase in students, who require EAL supports to fully access the curriculum.
The Department has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language proficiency in successful integration and academic achievement.
These supports to schools, based on application process, are provided for new-entrant pupils (i.e., pupils arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of pupils that are not classified as new-entrant pupils but who have an EAL need i.e., those pupils with less than 3 years EAL support and register less than B1 in an English proficiency test.
The Department's policies enable flexible resource allocation to ensure that the resources follow children in the event of them changing schools. Schools may also apply for further language support by an application process during the school year, should their circumstances change.
The table below outlines the language support allocations to date for the 2024/25 school year, for both primary and post primary schools in the counties Longford and Westmeath.
|
|
24/25 Number of primary schools with an EAL allocation |
24/25 Total number of EAL posts (WTE) allocated to primary schools |
24/25 Number of post-primary schools with an EAL allocation |
24/25 Total number of EAL posts allocated to post-primary schools |
|
Longford |
19 |
20 |
7 |
5.22 |
|
Westmeath |
36 |
30.5 |
10 |
7.77 |
My Department provides a wide range of supports to all schools, DEIS and non-DEIS, such as access to supports of the National Educational Psychological Service (NEPS) 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 over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students enrolled in schools are now supported in the programme.
543. Deputy Cathal Crowe asked the Minister for Education the type of modular additional accommodation that has been approved for a primary school in County Clare (details supplied); and if she will make a statement on the matter. [46739/24]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in the area.
Following appointment of Project Managers to the school in the last quarter of 2024 a viability report was undertaken to provide the school with modular accommodation comprising one mainstream classroom. The viability report was subsequently approved and the project was handed over to the Department's modular delivery team in December 2024.
The Department has broadened its delivery streams and is utilising Modern Methods of Construction, including Modular Accommodation, as well as traditional construction delivery methods. Modular accommodation has particular advantages in terms of overall timelines and also climate impact in that they do not generally have a reliance on fossil fuels.
In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the current very strong and ambitious roll-out of school building projects. This is particular relevant given the overall challenging construction sector market.
A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
In support of the expedited delivery of critical school accommodation my Department has put in place a Modular Accommodation Framework. In addition, my Department has put new project manager support in place to assist schools with the delivery of this critical modular accommodation. All of these supports help ensure that the administrative burden for schools on procuring and delivering modular accommodation solutions is significantly eased.
The Modular Accommodation Framework solution:
· Has significant benefits in terms of delivery timelines;
· Minimises the impact of the project on the operation of the school;
· Provides quality and sustainable accommodation that meets building regulation requirements and is Near Zero Energy Building (NZEB) compliant; and
· Climate proofing of the accommodation, given that the modular accommodation has the added benefit of utilising decarbonised heating sources which should also help with the school’s energy profile and costs.
My Department will continue to consider the specific needs of each school in assessing its accommodation requirements and in determining the appropriate solution, while working to support the achievement of Climate Action objectives.
I can advise the Deputy that the Department of Education's Modular Frameworks require that all accommodation is manufactured in compliance with the latest Irish Building Regulations in force at the time of erection on site and that it must meet, and in some cases exceed, the Department’s building standards for traditional builds which are available on www.gov.ie/education in relation to Building regulations compliance, Assigned Certifier certification, Building Energy Ratings (BER), Disability Access Certificates, Fire Safety Certificates and other standards as referenced in the “Modern Methods of Construction, Introductory Guide for Schools,” which was issued to schools in 2024.
My officials remain available to answer any questions the school may have in this regard.
544. Deputy David Cullinane asked the Minister for Education if consideration was given to expanding the scope of the investigation relating to abuse in religious schools to involve all schools; if she plans to address historical abuse which occurred in schools not run by religious orders; and if she will make a statement on the matter. [46740/24]
View answerThe Government has accepted the recommendation to establish a Commission of Investigation which is the principal recommendation of the Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders. The Report of the Scoping Inquiry made a number of further recommendations, including that consideration be given to expanding the remit of the Commission of Investigation to include all schools.
A high level Inter-Departmental Group (IDG) has been convened to examine the recommendations of the Report and to consider the terms of reference for the Commission of Investigation.
The IDG is chaired by the Secretary General of the Department of Education and its membership includes high-level representation from the Department of the Taoiseach, Department of Education, Department of Public Expenditure, NDP Delivery and Reform, Department of Children, Equality, Disability, Integration and Youth, and the Department of Justice. Representatives from other Departments and agencies can also be invited to assist the work of the IDG as necessary.
This Group is considering the issues arising from the recommendations of the Report of the Scoping Inquiry and will advise on both the recommendations and the terms of reference for the Commission of Investigation. This will include consideration of the recommendation to include all schools in the remit of the Commission.
545. Deputy Malcolm Byrne asked the Minister for Education to provide an update on the planned development of a school (details supplied); and if she will make a statement on the matter. [46742/24]
View answerThe project referred to by the Deputy has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The brief for the project is to provide a new build replacement school for a long-term projected enrolment of 1,000 pupils including a 4 class SEN base.
The project is currently in the final stages of Stage 2b of the architectural process and when this stage has been finalised and approved, the next stage is tendering for a contractor and then onwards to construction in due course.
While at this early stage it is not possible to provide a timeline for completion of the project, the NDFA will be engaging directly with the school authorities to keep them informed of progress.
546. Deputy Malcolm Byrne asked the Minister for Education to provide an update on the pilot school bus schemes envisioned under School Transport 2030 published in 2024 and, in particular, on the planned pilot scheme to operate in north Wexford. [46743/24]
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 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
The School Transport 2030 report, which was published in early 2024 marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. The recommended changes to the future operation of the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. A phased implementation of the review’s recommendations began at the start of the 2024/2025 school year.
As indicated at the time of the launch of the review, a number of pilots were being considered by my Department in conjunction with the Department of Transport and Bus Éireann. As also indicated at the time of the launch of the review, it was intended that following closure of the application process for the 2025/2026 school year consideration would be given to further potential pilots.
A total of 14 pilot projects are underway this school year. These pilots are currently being evaluated and they will provide valuable insights into the impact of increased demand on the scheme, the potential for integrating public transport with school transport services, and opportunities to promote more sustainable modes of transport. The findings from the evaluation will guide the planning and implementation needed for a national roll out of a revised School Transport Scheme.
In relation to the specific area raised by the Deputy, I can confirm that it is included in the above mentioned pilot projects. Sanction has been given to Bus Éireann to extend the routes in question.
547. Deputy Malcolm Byrne asked the Minister for Education to provide an update on the planned development of a school (details supplied); and if she will make a statement on the matter. [46744/24]
View answerThe project referred to by the Deputy, has been devolved for delivery to Waterford and Wexford Education and Training Board (WWETB).
The Stage 2b report was submitted to my Department and has been reviewed. Preliminary comments have issued out which require Design Team action prior to further review. Once the final Stage 2b report is received, reviewed and approved, it will progress to Tender Stage and construction in due course.
WWETB will be engaging directly with the school authority to keep it informed of progress.
548. Deputy Malcolm Byrne asked the Minister for Education to provide an update on the approved summer works scheme to repair the roof at a school (details supplied); her Department's approach to the health and safety concerns regarding the roof; and if she will make a statement on the matter. [46745/24]
View answerAs the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The Summer Works Scheme plays an important role in the maintenance and upgrade of the condition of our schools.
The project to which the Deputy refers is a roof repairs project which has been subject to ongoing engagement by my Department. However, due to the complex nature of the project and the fact that the school is involved in a number of building projects, the SWS project has to been considered in this wider lens. Whilst my Department continues to work through and progress the various projects, the school was advised in April 2024 in the circumstances where there are Health and Safety concerns that the school should make an application for funding under the Emergency Works Scheme (EWS) to address any urgent issues with the roof as soon as possible. To date my Department has not received any EWS applications relating to this issue.
549. Deputy Malcolm Byrne asked the Minister for Education to provide an update on the planned development of a school (details supplied); and if she will make a statement on the matter. [46746/24]
View answerThe school to which the Deputy refers was approved to enter the department’s pipeline of projects under the Additional School Accommodation Scheme for the provision of a 2 Classroom SEN base. The project was devolved to the school authority for delivery.
In Q3 2024 my Department received a revised Stage 1/2a submission (architectural design) which was reviewed by my Department's Professional & Technical team. Combined comments were provided to the school in Q1 2025 requesting the resubmission of this Stage 1/2a (architectural design) report again for further analysis.
We await this revised report before we can progress this very important project to Stage 2b (planning).
550. Deputy Malcolm Byrne asked the Minister for Education to provide an update on planned repairs to the recreational facilities at a school (details supplied); and if she will make a statement on the matter. [46747/24]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for External Environment Works. This application is currently being reviewed by the technical team within the EWS and, once a technical recommendation has been received, the EWS team will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
551. Deputy Malcolm Byrne asked the Minister for Education the number of primary school classrooms of 30 pupils or more and their locations around Ireland. [46748/24]
View answerPlease find attached requested data. 2023-2024 is the most recent year we have final published class data for on the Department's website.
For additional context, in academic year 2023-2024 there was a total of 23,818 mainstream classes. 22,181 of these were of 29 pupils or less and there were 1,637 classes of 30 pupils or more, or 6.9% of the total number mainstream classes.
This figure is based on mainstream classes in mainstream primary schools and are collated from the relevant Class Size tables published on the department website and can be found at the link below:
www.gov.ie/en/collection/class-size-information-at-individual-primary-school-level/
552. Deputy Malcolm Byrne asked the Minister for Education the number of primary schools that have indicated that they will offer classes in Foreign languages from September 2025; and the languages offered [46749/24]
View answerThe Primary Curriculum Framework, published in March 2023, sets out the direction for the redeveloped Primary Curriculum. The inclusion of modern foreign languages (MFL) at stages 3 and 4 (3rd to 6th class), which was strongly supported in the consultation process, forms part of this redeveloped Primary Curriculum.
The new specifications for the full redeveloped curriculum will be published in Sept 2025. The professional learning programme to support teachers with the redeveloped curriculum will commence with an introductory year in 2025/26. This will familiarise teachers with the foundational aspects of the curriculum specifications through the lens of the Primary Curriculum Framework. The support provided in that year will lay the foundation for implementing the curriculum specifications, including MFL.
Starting in the 2026/2027 school year, schools will receive support to integrate key teaching approaches across the curriculum, along with support in specific curriculum areas with some choice provided to schools as to which curriculum areas to begin with, to suit their own particular contexts. At this time, it is envisioned primary teachers will be provided with the necessary training and upskilling to deliver the redeveloped curriculum, including the modern foreign language element of the Primary Language Curriculum, over 5 to 6 years.#
MFLs will be introduced to the Primary Curriculum on a phased basis. The draft specification is available on the National Council for Curriculum and Assessment (NCCA) website: Language | NCCA. At Stage 3, (3rd and 4th class), MFL focuses on building an awareness of languages and cultures. This builds a solid foundation in preparation for learning a third language (L3). At Stage 4, (5th and 6th class) children learn to communicate at a very basic/basic level in the L3 while continuing to develop an awareness of languages and cultures. Schools may select the language they offer based on their resources and demographic.
MFLs are currently a feature of the curriculum at primary school level in all other European Union countries. Many of our Irish primary schools have participated in the Say Yes to Languages sampler module since it began in 2021/22. Over 1,400 primary schools from across the country are participating in the module (which runs for 10 weeks teaching 16 different languages) in the current year. The response to the sampler module, which lays the foundation for the introduction of MFL at primary level, has been enormously positive from parents, pupils and teachers. In the short term, the module will continue to be supported while teachers are being upskilled to teach MFL.
553. Deputy Malcolm Byrne asked the Minister for Education if her Department and agencies under the aegis of her Department have policies on the use of artificial intelligence within her Department; if training has been provided to staff on the use of AI; if her Department has used AI, including large language models in the preparation of legislation or statutory instruments; and if she will make a statement on the matter. [46751/24]
View answerMy Department and its officials do not presently use AI to generate official text.
My Department recognises the potential offered by AI and is aware of the Interim Guidelines for Use of AI published. My Department will continue to assess the suitability of AI on a solution by solution basis.
The information in respect of State bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
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