Written Answers Nos. 81-100
81. Deputy Louise O'Reilly asked the Minister for Finance if he is aware of the pillar banks refusing outright to provide mortgages to customers who wish to purchase their home from a local authority under the tenant purchase scheme; and if he will make a statement on the matter. [28650/24]
Amharc ar fhreagraThe Central Bank of Ireland is responsible for regulating and supervising the providers of mortgage and other credit by regulated financial services providers to consumers. The Central Bank sets out macro-prudential and consumer protection requirements which have the objective of protecting overall financial stability and the interests of consumers.
In line with this mandate, the Central Bank has specified certain loan to value and loan to income thresholds for mortgage lending.
In addition, before providing a mortgage, regulated lenders are required to undertake thorough creditworthiness assessments to ensure a borrower will be able to repay the mortgage. This assessment must take into account the individual circumstances of the borrower, including personal circumstances and financial situation.
The regulatory framework provides that a regulated mortgage lender shall only make credit available to the consumer where the result of the creditworthiness assessment indicates that the consumer’s obligations resulting from the credit agreement are likely to be met in the manner required under that agreement.
Where a lender refuses a mortgage application, the lender must inform the consumer without delay of the refusal. In addition, the lender must clearly outline to the consumer the reasons why the credit was not approved, and provide these reasons on paper if requested.
If a mortgage applicant is not satisfied with how a regulated firm is dealing with them, or they believe that the regulated firm is not following the requirements of the Central Bank’s codes and regulations or other financial services law, they should make a complaint directly to the regulated firm.
If the mortgage applicant is still not satisfied with the response from the regulated financial services provider, the person can then submit a complaint to the Financial Services and Pensions Ombudsman.
Within the parameters of this regulatory framework, the decision to grant or refuse an individual application for mortgage credit (or to decide the amount of credit to provide in response to a particular application) is a business decision to be made by the regulated entity and, as the Minister for Finance, I have no function or role in such matters.
The Deputy may wish to note that, separate from the framework in relation to provision of credit by banks and other Central Bank regulated lenders, local authorities may also provide mortgage credit to first time buyers.
These mortgages do not fall within the Central Bank mortgage lending control framework as outlined above. Instead, the eligibility requirements for such credit is a matter for the Department of Housing, Local Government and Heritage.
Further information on these mortgages, including information on how applicants may apply for such a mortgage, can be obtained from the Local Authority Home Loan website or from the local authority in the area where a prospective buyer is looking to purchase a home.
82. Deputy Pa Daly asked the Minister for Public Expenditure, National Development Plan Delivery and Reform the additional current costs she anticipates will be involved in revising the Garda retirement age upward from 60 to 62 years. [28595/24]
Amharc ar fhreagraAnalysis on the cost of mandatory retirement age (MRA) increases for Gardaí was undertaken by my Department. This analysis used anonymised individual data records.
The extent to which an increased MRA represents a cost or a saving incorporates many factors including the individual's rank, current MRA, pension scheme membership and terms applicable (arising from their recruitment date), allowances typical to the grade and salary scale. There is no single element which determines the effect of the increased MRA in terms of cost.
A key driver of savings, where they arise, is that pensions are unpaid while the member remains in employment. The cost of retaining a member is typically offset by the combined savings of unpaid pension and replacement recruit salary.
It was established that there are certain members who generate a cost if they remain in employment after their current MRA, and others in respect of which savings arise.
However, on balance, the work undertaken by the Department concluded that increasing the mandatory retirement age for Gardaí from 60 to 62 is cost neutral.
83. Deputy Ged Nash asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if he is aware of plans by barristers practising criminal law to withdraw services on 9, 15 and 24 July 2024; if he will provide details of any advice his officials have provided to their counterparts in the Department of Justice following the announcement as part of Budget 2024 to establish a review process to examine the structure and level of fees paid to barristers practising criminal law; if he is in favour of establishing such a process that would allow for restoration of FEMPI-era cuts to fees; and if he will make a statement on the matter. [28513/24]
Amharc ar fhreagraAt the outset, I would like to note the important role played by legal practitioners in the administration of criminal justice.
The Criminal Justice (Legal Aid) Act 1962 is the primary legislation which provides for the operation of the Criminal Legal Aid Scheme. As set out in section 10 of the 1962 Act, it is the role of the Minister for Justice to prescribe the fee rates paid under the Scheme with the consent of the Minister for Public Expenditure, NDP Delivery and Reform.
In this context, the Minister for Justice announced in October of last year that there would be an increase of 10% in the fee rates paid to legal practitioners undertaking work under the Criminal Legal Aid Scheme and this was implemented from the 1st January 2024.
This proposal was progressed on the understanding that this would facilitate the Department of Justice to undertake a process of implementing reforms that will deliver greater efficiencies, transparency and governance of the Scheme including the fee structure. The necessity of undertaking these reforms has previously been noted by the Minister for Justice.
As the Deputy will appreciate, this is primarily a policy matter for the Minister for Justice to consider in the first instance and for the Department of Justice to continue to progress.
84. Deputy Darren O'Rourke asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if consideration was given by the Institute of Public Administration to sell its buildings on Lansdowne Road and move to high end commercial offices or to decentralising outside of Dublin or moving to any other area; if his Department has been assured that public procurement rules have been adhered to; and if he will make a statement on the matter. [28546/24]
Amharc ar fhreagraI understand that the IPA Board and Management regularly review the accommodation needs of the IPA by reference to its role and mission, keeps my Department briefed on its deliberations and consults with my Department as and when appropriate. Any proposal to my Department from the IPA would be considered with regard to the relevant framework for assessing value for money.
85. Deputy Michael Lowry asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if he and the Office of Public Works will consider the construction of a permanent and more substantial boundary wall between facilities now owned by the OPW and the private neighbouring property (details supplied); and if he will make a statement on the matter. [28611/24]
Amharc ar fhreagraThe property known as the Medical Centre at the Kiln, Cashel was acquired in early July 2023 by the Office of Public Works for the purpose of providing offices and associated welfare facilities for staff working at the Rock of Cashel, National Monument Number 128 in State care.
Planning permission for a material change of use and the refurbishment of the property was received on 15th April 2024. The project is currently at detailed Design stage with the OPW Design team.
The condition of the boundary separating both properties to which the Deputy refers will be fully examined by the OPW Design Team during this stage.
86. Deputy Emer Higgins asked the Minister for Education the number of primary school students enrolled in Lucan schools; and if she will make a statement on the matter. [28379/24]
Amharc ar fhreagra87. Deputy Emer Higgins asked the Minister for Education the number of post primary school students enrolled in Lucan schools; and if she will make a statement on the matter. [28380/24]
Amharc ar fhreagraI propose to take Questions Nos. 86 and 87 together.
Please find attached requested information.
Lucan SPA has 17 primary schools. The projected peak year for enrolments was 2018/19 with enrolments decreasing thereafter.
Lucan SPA has 8 Post primary schools. The projected peak year for enrolments is 2024/25, with enrolments decreasing thereafter.
Please note that data provided is for academic year 2022/23, the latest year we have final enrolment data for, and is for primary and post-primary schools located in the Lucan School Planning Area. We expect to publish final enrolment data for academic year 2023/24 shortly and it will be published at the link below.
www.gov.ie/en/collection/63363b-data-on-individual-schools/.
|
- |
Lucan Small Planning Area |
||
|
Academic Year |
School Level |
Schools |
Enrolments |
|
2022-2023 |
Primary |
17.00 |
7,469.00 |
|
2022-2023 |
Post-Primary |
8.00 |
5,795.00 |
|
Total |
25.00 |
13,264.00 |
88. Deputy Emer Higgins asked the Minister for Education for an update on forward planning for additional schools in Lucan to meet extra demand driven by growth and projected growths in population through the development of Lucan and the Clonburris and Adamstown strategic zones; and if she will make a statement on the matter. [28381/24]
Amharc ar fhreagraI wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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.
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.
Lucan and Adamstown are located in the Lucan school planning area. The Lucan SPA projected peak year at primary level was 2018 and at post primary is 2024 with enrolments decreasing thereafter. Clonburris is located in the Clondalkin_D22 school planning area. The projected peak year at primary level for Clondalkin_D22 was 2018 and at post primary is 2024, with enrolments 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. 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.
My Department is progressing a number of building projects under the National Development Plan in the Lucan and Clondalkin_D22 school planning area’s. The ongoing projects includes a new school build for Griffeen Community College to provide for 1000 pupils plus provision for Special Education Needs, this project is currently at Stage 3- is the instruction for the project to proceed to Tender
In addition, there are building projects for extensions of Lucan Community College and St. Joseph’s College to cater for 1000 pupils, the project for Lucan Community College is at Stage 3 (is the instruction for the project to proceed to Tender) and the project for St. Joseph’s College is currently at Stage 4 -the signing of the letter of acceptance to the successful contractor and commencement on site.
In addition to the mentioned projects, the following projects are also progress in the Lucan school planning area:
Gaelscoil Naomh Padraig (Roll No 19940G) 2 x Special Education Classroom , 1x Mainstream Classroom with en suite toilets:1x UAWC. Project at Stage 1-this is the Preliminary Design Stage where the Design Team in conjunction with the school authorities, will analyse all the constraints of the site, develop a preferred design option and ensure that the preferred option is the best option for the delivery of the brief.
Esker ETNS (20274C) 1x Mainstream classroom:2x Special education Classroom:2x Special education tuition room. Project at Stage 2b – this is the Developed Design & lodgement of Planning Permission.
St Marys BNS (00714P) 5x Mainstream classrooms :3x Special education tuition rooms :2x Special education classrooms:1x UA Toilet and reconfiguration works for Special education classroom in the interim. Project at Stage 1 -this is the Preliminary Design Stage where the Design Team in conjunction with the school authorities, will analyse all the constraints of the site, develop a preferred design option and ensure that the preferred option is the best option for the delivery of the brief.
St Thomas Junior National School (19542R). Refurb of existing classroom into a staff room.
Gaelscoil Naomh Padraig (19940G). Reconfiguration for 1 x Special Education Classroom. Project is at Stage 1 -this is the Preliminary Design Stage where the Design Team in conjunction with the school authorities, will analyse all the constraints of the site, develop a preferred design option and ensure that the preferred option is the best option for the delivery of the brief.
There are four projects planned in the Clondalkin_D22 school planning area:
Scoil Naomh Seosamh (18655C) 1x Special education classroom and reconfiguration works for interim Special education classroom. Approved to go to tender.
Scoil Naomh Aine (19221U) Renovation to existing Special education classroom and construction of 1x additional Special education Class: interim accommodation of 1x Special education classroom prefab.
Talbot SNS (19510E) Reconfiguration of existing 60m room for ASD class.
Coláiste Bríde (60122D) 2 x Special Education Classrooms and ancillary suite. Brief stage- this includes determining the project brief and schedule of accommodation.
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.
The pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My Department will continue to liaise with the Local Authorities in respect to the projected completion of planned residential developments.
89. Deputy Cathal Crowe asked the Minister for Education when she expects the stage 3 report relating to the devolved project application made by a school (details supplied) to be completed; and if she will make a statement on the matter. [28391/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 2 classroom SEN base under the Additional School Accommodation Scheme. A subsequent request to add 2 mainstream classrooms and 1 SET was approved.
The project is currently at Stage 3 (tender stage) and the school authority was requested to provide a revised Tender Report. This has recently been received and is currently undergoing review from a financial and technical perspective by Department officials.
Upon completion of this review, Department officials will communicate with the school authority regarding the next steps to advance this significant project.
The status of all projects in the pipeline, including those at tender stage, is set out by County at (www.gov.ie) and is updated on a regular basis.
90. Deputy Brendan Smith asked the Minister for Education if she will give detailed consideration to the issues raised in correspondence (details supplied) from a national organisation in relation to education funding; and if she will make a statement on the matter. [28437/24]
Amharc ar fhreagraMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation Grant to cater for day to day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the Ancillary Grant to cater for the cost of employing ancillary services staff, for example caretakers. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding as a common grant from which the Board of Management can allocate according to its own priorities.
In addition to these grants, €20 million in funding issued during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding was the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in 2024.
I understand the need for increased capitation funding, and I am pleased that I have been able to provide for significant increases in capitation funding for primary and post-primary schools in Budget 2024, which includes a permanent restoration of capitation funding as well as an increase for cost of living pressures.
This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of Capitation grant is €183 per pupil at primary level and has been paid to schools in January and June 2024 for the 2023/24 academic year.
As part of the capitation package in Budget 2024, I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer-term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of Capitation Grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs.
Primary schools also receive an Ancillary Services Grant. The standard rate is €173 per pupil in primary schools.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
My Department provides funding to schools to provide workbooks and copies to all children and young people enrolled in recognised primary and special schools. It is expected that over 563,000 children and young people, - in 3,230 primary and special schools, - will benefit from this scheme in the 2024/25 school year. The payment per pupil for the 24/25 school year is €80. Payments totalling €44.7 million were made to schools under the scheme in May 2024. This is considered to be sufficient to deliver this scheme, particularly as all schools have used initial funding from last year to purchase a significant volume of textbooks and other resources which can be re-used in the coming school year.
Budget 2024 reflects my Department’s commitment to ongoing investment in teacher supply through various measures including the following:
• Introduction of a Professional Master of Education incentive scheme for newly-qualified teachers graduating in 2024. Eligible teachers can receive an incentive payment of up to €2,000, to be paid in 2025.
• Expansion of upskilling programmes, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects, and reducing out-of-field teaching.
• Provision of an additional 1,000 Posts of Responsibility in the school system for the 2024/25 school year, recognising the vital role of school leaders in enhancing educational outcomes by fostering a positive school environment and empowering educators and learners within their communities.
Overall, my Department will spend almost €2.8 billion on special education in 2024, supporting students across mainstream and specialised settings. Almost 1,300 new special classes have been sanctioned over the last four years. For the coming school year, there will be over 3,000 special classes operating in primary and post-primary schools.
Seven new special schools have been established in recent years, and another 4 special schools will open in Meath, Kildare, Wexford and Limerick for the coming school year.
Any possible further increases will be part of Budget 2025 negotiations. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the additional funding required to meet the ongoing costs of running schools as part of the annual Estimates process.
91. Deputy Brendan Smith asked the Minister for Education if she will give urgent consideration to a review of specifications for school accommodation (details supplied); and if she will make a statement on the matter. [28438/24]
Amharc ar fhreagraI wish to assure the Deputy that the provision of appropriate accommodation for pupils with special education needs is an absolute priority for my Department. In order to make accommodation provision to meet the needs of students with special education requirements, my Department has close engagement with the National Council for Special Education (NCSE) which has responsibility for coordinating and advising on the education provision for children nationwide.
The Department continues to engage with NCSE in relation to special classes that have been sanctioned for September 2024 to confirm critical classes where accommodation is required while also considering the more strategic and longer-term requirements. The Department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. 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.
Since 2020, my Department has invested in the region of €4.9 billion in our schools throughout the country, involving the completion of over 900 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2bn.
I also recently announced that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the Department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The Department provides funding, under the Additional School Accommodation Scheme, for reconfiguration of available rooms in a school to accommodate a special class or classes. Funding is also available under the Additional School Accommodation (ASA) scheme for additional accommodation, if required by a school to accommodate a special class.
The Deputy will appreciate that the immediate priority of my Department is continued strong delivery to support the operation of the school system on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. My Department has no plans to amend the specification for central activity spaces for special classes.
92. Deputy Niamh Smyth asked the Minister for Education if seats could be secured on the local bus which services the school in an area (details supplied). [28443/24]
Amharc ar fhreagraThe 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 traveling 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 current terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 km from and are attending their nearest national school as determined by the Department/Bus Éireann having regard to ethos and language. At post primary level, they are eligible where they reside not less than 4.8 km from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Temporary Alleviation Measures (TAMS) at post primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann has advised that there are no applications on the system for the family under the address referred to by the Deputy in this case. However, Bus Éireann calculated the distance from this address to the school of attendance. Bus Éireann advised the address is 2.6 km to the closest school. The family would be deemed concessionary to any other school in their surrounding area. Children who are not eligible for school transport but who have applied for transport, may be offered a concessionary ticket if there is a suitable service available and providing there is spare capacity on that service.
Bus Éireann has put in place a dedicated customer care call centre to assist families specifically with School Transport queries during the busy summer period. Families that have queries can contact the call centre on: LoCall 0818 919 910. Operating hours are 09.00 – 17.00 Monday to Friday.
Families can also contact Bus Éireann by submitting a query via:
buseireann.ie/schooltransport.
93. Deputy Niall Collins asked the Minister for Education for an update on an appeal (details supplied); and if she will make a statement on the matter. [28449/24]
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 NCSE has advised my department that this school recently expressed an interest in opening a special class. The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
When considering to establish a special class the NCSE assess the needs in the local area. The NCSE identify schools in the neighbouring vicinity with available special class vacancies and assess their capability with consideration to demographical and statistical data. The NCSE advise my department that there are schools in the local area with existing vacancies.
The NCSE has also advised that the local special educational needs organisers (SENO) have examined the special educational provision requirements of the school based on its current student profile. This has resulted in the NCSE providing guidance to the school on additional supports for some students. As part of these efforts, the NCSE has allocated an additional special needs assistant (SNA) post, recommended Teacher Professional Learning (TPL) sessions and provided in-school advisor support. The NCSE will continue to collaborate with the school in this regard.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
383 new special classes have been sanctioned by the NCSE for the 2024/25 school year. Of these, 16 are in County Limerick, this brings the overall number of classes in the county to 144.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise the parents of children with special educational needs and can be contacted directly using the contact details available on the NCSE’s website.
94. Deputy James Lawless asked the Minister for Education if she will examine funding issues for a primary school currently experiencing difficulties (details supplied); and if she will make a statement on the matter. [28455/24]
Amharc ar fhreagraMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation Grant to cater for day to day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the Ancillary Grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for cases where a secretary is now paid from my Department's payroll as per circular 36/2022.
The current standard rate of Capitation Grant is €183 per pupil at primary level and this year's grant is being paid, - as usual, - in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year. Enhanced rates of capitation are also paid in respect of pupils with Special Educational Needs, and Traveller pupils.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary Grants based on having 60 pupils.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer-term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of Capitation Grant to the pre-2011 level of €200 per student in primary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an Increase of circa 9.2% of current standard and enhanced capitation rates.
In addition to these grants, €20 million in funding was issued in October 2023, to support all recognised primary and post-primary schools in the free education scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in early 2024.
As you may be aware, - following the acceptance by Fórsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant-funded school secretaries, - those secretaries who accepted the terms of this agreement were placed on a payroll operated by my Department from September 2023. Therefore, ancillary related-grant funding has been revised to reflect the fact that schools are no longer paying these salaries directly.
The arrangements for the 2023/24 school year are based on reducing grants by the value of the salary schools paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided my Department with these details and this information is now being used to reduce the ancillary-related grant funding.
Correspondence issued to all schools on 20th December 2023 providing details of these arrangements for the period September to December 2023. Further correspondence issued on 26th April 2024 setting out the position for the period January to August 2024.
In the 2023/24 school year, schools have been paid the usual ancillary grant amount, minus the amount that schools previously paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools are in no way disadvantaged by this, as the grant is reduced only by the amount they previously paid to their secretaries.
Schools have been advised that work and engagement is ongoing to identify a method of standardising the reduction to the Ancillary and SSSF Grants for the longer term, where school secretaries are being paid via a payroll operated by my Department.
Any possible further increases will be part of Budget 2025 negotiations. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the additional funding required to meet the ongoing costs of running schools as part of the annual Estimates process.
The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. If the services of the FSSU would be of assistance to the school represented, please email sdfinfo@education.gov.ie and officials from my Department will contact the FSSU on behalf of the school. Alternatively, budgeting templates and more information can be found on www.fssu.ie
The NCSE is responsible for planning and coordinating school supports for children with Special Educational Needs, including the allocation of Special Needs Assistants (SNAs). SNAs are allocated to schools as a school-based resource and schools deploy SNAs in a manner which best meets the care support requirements of their students.
Any school who feels that their allocation is insufficient to meet the needs of its students can apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website.
95. Deputy Cian O'Callaghan asked the Minister for Education the enrolment options for those within the Darndale D17 school planning area, given that there are no secondary schools within the area; how a defined area can be without any secondary education; and if she will make a statement on the matter. [28509/24]
Amharc ar fhreagraIn 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 school planning areas provide a useful means of projecting demographic demand in a localised area or areas, thereby allowing the Department to determine oncoming growth at a relatively localised level to inform recommendations and decisions on where additional school places may be needed.
As there is no post primary school serving the Darndale_D17 school planning area, the transfer patterns are considered in the Departments analysis and pupils are accommodated in the adjacent school planning areas.
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. Parents can choose which school to apply to. 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.
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.
96. Deputy Cian O'Callaghan asked the Minister for Education if there are plans to make catchment area maps publicly available and more easily accessible to parents, notwithstanding that catchment areas are defined at a local school level with Departmental oversight and school planning areas defined at a Departmental level; and if she will make a statement on the matter. [28510/24]
Amharc ar fhreagra97. Deputy Cian O'Callaghan asked the Minister for Education if a school can extend the boundaries of a catchment area to accommodate a child who is without any allocated post-primary school; and if she will make a statement on the matter. [28511/24]
Amharc ar fhreagraI propose to take Questions Nos. 96 and 97 together.
Under the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron. The 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 Education (Admission to Schools) Act 2018 requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not intervene in the criteria set by a school.
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 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.
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.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
The school planning areas provide a useful means of projecting demographic demand in a localised area or areas, thereby allowing the Department to determine oncoming growth at a relatively localised level to inform recommendations and decisions on where additional school places may be needed.
However, there can be a high degree of inward and outward mobility of children between school planning areas, particularly in urban areas, and parents are free to apply to enroll their children in any school, whether that is in the school planning area in which they reside or not.
In the majority of cases the Boards of Management of schools do not use school planning area boundaries as part of their admissions policies, or catchment areas within those policies. However, the Departments wishes to be transparent on the approach taken to the analysis of demand for school places and has undertaken to make SPA maps available. The publication of these boundaries provides this geographical information to the public on an open source platform available at the link below.
education-statistics-doeirl.hub.arcgis.com/datasets/bbdf93d83276489dbdcc0be2ee77aec0_0/explore.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of Small Areas in Census 2011, these feeder areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
As stated above, the question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters or have access to such maps. It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my Department's website www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
98. Deputy Denis Naughten asked the Minister for Education the areas in which occupational therapy services have been piloted in schools; if those pilots have been evaluated; her plans to extend the pilot to schools in other areas; and if she will make a statement on the matter. [28514/24]
Amharc ar fhreagraOn 20 June last and in conjunction with Minister Foley, I announced the establishment of the Educational Therapy Support Service, a nationally available service designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of students. This will mean that therapists will work in classrooms with teachers to provide, for example, language programmes which have been co-designed by teachers and speech and language therapists.
The overarching purpose of the ETSS will be to improve learning outcomes for students, ensure teachers are better equipped to support all students and reduce the demand for additional resources in schools including applications for additional SNAs.
The expansion of therapy services within the NCSE is expected to build on the achievements and impacts of the School Inclusion Model (SIM) pilot programme. SIM provided speech and language and occupational therapists with an opportunity to systematically build the capacity of school communities to meet the needs of students. Data collected in SIM Pilot Schools in 2022 reported positive outcomes in the areas of teaching confidence, changes to practice, the learning environment and student educational outcomes. In line with international educational research, it is anticipated that positive intervention outcomes reported in the areas of academic achievement and independence will continue to have long term positive impact on other educational outcomes including student well-being, attendance, and end of school outcomes.
ETSS therapists will work with teachers in schools to collaboratively design and deliver educationally relevant interventions. They will also work in partnership with school communities, NCSE colleagues and where appropriate NEPS and HSE professionals to promote the participation and inclusion of all students and particularly those with special education needs across all levels of a multi-tiered system of support, providing individualised/intensive educational support for students with the greatest level of need. The NCSE will maintain oversight of clinical governance and professional development requirements of all therapists.
The next steps in this expansion process will include a robust recruitment process within the NCSE to attract persons with the relevant skills and qualifications.
The NCSE intends to be operationally ready to deliver therapy services in the Eastern and Western regions for the commencement of the school year in September, moving to full implementation of all posts by October 2024. In terms of practical steps, Limerick has been identified as the most suitable hub for the Western region and sourcing of suitable office accommodation has already commenced. The Western region includes Kerry, Clare, Limerick, Galway, Mayo and Roscommon. Dublin will be the hub for the Eastern region and includes the greater Dublin area.
99. Deputy Brendan Griffin asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the financial supports available to district motor sport clubs who bring motor sport events to their counties; and if she will make a statement on the matter. [28572/24]
Amharc ar fhreagraSport Ireland, which is funded by my Department, is the statutory body with responsibility for the development of sport, increasing participation at all levels and raising standards, including the allocation of funding across its various programmes.
Sport Ireland does not provide direct funding for clubs or individuals but channels the funding through the relevant National Governing Body of Sport (NGB). In the case of motorsport, Motorsport Ireland is the relevant funded NGB. Clubs are advised to contact Motorsport Ireland to see what support might be available through the NGB to assist them.
I have referred the Deputy's question to Sport Ireland for direct reply with any additional relevant information. I would ask the Deputy to inform my office if a reply is not received within 10 days.
My Department operates the Sports Capital and Equipment Programme (SCEP). The SCEP is the primary vehicle for Government support for the development of sports and recreation facilities and the purchase of non-personal sports equipment throughout the country. District Motor Clubs can apply for funding for capital and equipment under the SCEP - this could include equipment used to host events. Under the SCEP a total of €195,000 has been allocated to district motor sport clubs since 2000.
100. Deputy Brendan Griffin asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media if alternative funding is available for an artist in County Kerry (details supplied); and if she will make a statement on the matter. [28613/24]
Amharc ar fhreagraI wish to inform the Deputy that while Culture Ireland in my Department funds Irish artists to tour globally, if they have secured a paid opportunity to present their work at an international venue or festival, it does not provide funding for attendance at conferences such as that referred to in the Deputy's question. The local authority may have an interest in the initiative outlined by the Deputy.
