Mairéad Farrell
Ceist:173. Deputy Mairéad Farrell asked the Minister for Education if school bus tickets can be provided for two students (details supplied); and if she will make a statement on the matter. [39748/24]
Amharc ar fhreagraSchool Transport
Ceisteanna (173)
Freagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were 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.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Bus Éireann has advised the pupils of the family of whom the Deputy refers reside 8.3 kilometres from home to school, their nearest school and school of attendance. They are eligible for transport as they meet the distance criteria under the post primary school transport scheme.
Bus Éireann further advise that an application was received on time for these pupils for the 2024/25 school year however no payment has been received to date. The local Bus Éireann office has advised that these pupils can be accommodated on a service once payment has been made. The family can make the payment by logging in to the Family Portal on the Bus Éireann website. The local Bus Éireann office will be in direct contact with the family regarding arrangements for the service once payment is made.
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 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) will be accommodated on school transport services where such services are in operation and where there is capacity to do so.
Legislative Reviews
Ceisteanna (174)
Martin Browne
Ceist:174. Deputy Martin Browne asked the Minister for Education when it is expected that the review of the Education for Persons with Special Educational Needs Act 2004 will conclude; when the report will be finalised; and if she will make a statement on the matter. [39749/24]
Amharc ar fhreagraFreagraí scríofa
This review is intended to be concluded in the fourth quarter of 2024, culminating in a comprehensive report that will encompass an analysis of stakeholder and public engagement, feedback from focus groups and open policy day, academic review paper, NCSE policy advice, evidence-based research and conclusions and recommendations.
My Department's policy, which is set out in the Education for Persons with Special Educational Needs (EPSEN) Act 2004, is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate. The majority of children with special educational needs are supported in this way.
Where children need more specialised educational settings, such as special classes or special schools, my Department and the National Council for Special Education (NCSE) ensure that the necessary resources and supports for such placements are provided in line with the needs of the child.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE policy advice on special class and special school provision is due shortly and this will be significant in terms of how my department plans for any changes to the way in which children and young people with special educational needs are supported. In its progress report (2019), the Council advised that there is no conclusive evidence at present that any one type of special education place was better than another. The advice will also address the State’s obligations under the United Nations Convention on the Rights of People with Disabilities.
The review of the EPSEN Act 2004 was initiated by Minister Madigan in December 2021 to modernise and reflect the experiences of students, staff and families. The review process includes extensive stakeholder engagement, including parents, educators, advocacy groups, and experts in special education. Online surveys, launched in November 2022, garnered over 28,000 responses, and qualitative analysis of open submissions has been used as the basis for the second stage of consultation, the focus group stage.
A variety of focus group methods were employed, including mixed focus groups, mosaic-style engagement with children with special educational needs, and discussions with young adults who have experienced the special educational need model of education. Focus groups were held in a number of different settings including English and Irish medium schools, Youthreach, adult services, and third level institutions.
An easy access survey was launched. This accessible online consultation platform was designed to accommodate individuals who may face challenges with traditional survey methods. This was the first time such a method was undertaken by the Department of Education
The review involves an academic assessment and considers legal cases and international comparators.
Finally, an Open Policy Day took place on 3rd October 2024, which integrated feedback from surveys and focus groups, insights from the academic review, and inputs from the NCSE policy advice.
Schools Building Projects
Ceisteanna (175)
Michael Creed
Ceist:175. Deputy Michael Creed asked the Minister for Education the current situation regarding a proposed new secondary in County Cork (details supplied). [39768/24]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school referred to by the Deputy is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred design option is developed to a stage where the project can be fully cost planned, and prepared to lodge for statutory approvals.
This major project is being delivered under my Departments ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The brief for this project is the development of a new school building on a greenfield site for a long-term projected enrolment of 450 pupils plus classrooms for pupils with special educational needs and all associated siteworks.
On receipt and review of the Stage 2(a) Submission by my Department, the Stage 2(a) Stakeholders meeting will be arranged between the School Authorities, Design Team, Project Manager, and the Department.
Following that meeting, my Department will advise all Stakeholders regarding the further progression of the project.
Special Educational Needs
Ceisteanna (176)
Francis Noel Duffy
Ceist:176. Deputy Francis Noel Duffy asked the Minister for Education if her Department will provide extra time for students with dyslexia and other learning difficulties in second level examinations to ensure students reach their full potential; and if she will make a statement on the matter. [39774/24]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
Schools Building Projects
Ceisteanna (177)
David Stanton
Ceist:177. Deputy David Stanton asked the Minister for Education to provide details regarding the most recent extensions to two school buildings (details supplied), to include expenditure and projected costs, if any, approved by her Department; and if she will make a statement on the matter. [39775/24]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the first school in question received funding for the provision of 4 Mainstream Classrooms, 1 Textile room, 2 Science labs, 1 Art room, 1 Home Econ room, 1 Construction Studies room, 2 Special Educational Needs Base, 1 Office, WC, UAT & locker area, under the Additional School Accommodation Scheme (ASA). The project brief has been delivered using modular accommodation.
To date, the School Authority in question has received the following payments in relation to this project –€9,620,502.95 – paid in June 2023.
€605,479.43 paid in September 2024.
The Final account has yet to be agreed by the Design Team and Contractor, when agreed the documentation will be submitted to the Department for consideration.
The second school in question received funding for a Specialist Room & Prep area, 2 Class Special Educational Needs Base and 4 Mainstream Classrooms under the Additional School Accommodation Scheme (ASA). The project brief has been delivered using modular accommodation.
To date, the School Authority in question has received the following payments in relation to this project –€3,712,105.46 – paid in December 2022
€816,120.00 – paid in April 2024.
The Department has yet to receive the final account for this project.
Irish Language
Ceisteanna (178, 180)
Gary Gannon
Ceist:178. Deputy Gary Gannon asked the Minister for Education the specific steps that will be taken to ensure that the recommendations made during stakeholder consultations will be integrated into the final Irish-medium education policy framework; and if she will make a statement on the matter. [39778/24]
Amharc ar fhreagraGary Gannon
Ceist:180. Deputy Gary Gannon asked the Minister for Education if her Department will commit to halting any decisions regarding the final Irish-medium education policy until a thorough and inclusive consultation process has been conducted, given the significant concerns raised by an organisation (details supplied); and if she will make a statement on the matter. [39780/24]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 178 and 180 together.
Work continues in my Department in developing a new policy on Irish-medium education outside of the Gaeltacht. This work will build on the achievements of the Policy on Gaeltacht Education.
A comprehensive public consultation process was conducted to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. In excess of 5,400 questionnaires were completed; 216 children and young people and 92 adults participated in focus groups; 71 written submissions were received; and officials from my Department had bilateral meetings with 29 different organisations.
Sealbhú, a research centre in DCU, carried out an analysis of the information gathered throughout the consultation and prepared a series of reports to inform the development of the policy. A review of national and international literature was also conducted by Sealbhú, which focused on teaching through the medium of minority languages in various jurisdictions internationally.
A policy framework was drafted, drawing together the messages from the research and consultation, and outlining the policy direction. In developing the policy framework, my Department drew on the reports prepared by Sealbhú and the information shared by stakeholders in bilateral meetings. This information was considered in light of the existing provision for Irish-medium education and estimated demand in the education system, as well as the context of my Department’s budgetary and legislative conditions.
A consultation event was held on 20 September 2024 and a copy of the policy framework was shared with attendees in advance of the event. Stakeholders were given a further opportunity at the event to discuss the policy direction with officials from my Department. Feedback from participants was captured at the event and will be considered in drafting the policy.
It is now up to officials in my Department to draft a policy that will set out our vision for the Irish-medium sector and identify how we can move towards that vision. The consultation, the international research, and the feedback from the consultation event will all inform the policy. The internal and external contexts in which the Department is operating will also need to be taken into account.
Irish Language
Ceisteanna (179)
Gary Gannon
Ceist:179. Deputy Gary Gannon asked the Minister for Education the measures that will be put in place to support naíonraí in the absence of a national plan for Irish in the early years; how their needs will be adequately addressed in the Irish-medium education policy; and if she will make a statement on the matter. [39779/24]
Amharc ar fhreagraFreagraí scríofa
Supports for early learning and care settings, including naíonraí, fall under the remit of the Minister for Children, Equality, Diversity, Inclusion and Youth.
In parallel to the work being carried out by my Department on the development of a policy for Irish-medium education, which will encompass primary and post-primary school levels, the Department of Children, Equality, Diversity, Inclusion and Youth is currently developing a national plan on Irish language provision in early learning and care and school-age childcare settings. The Departments are working closely together to ensure both policies are in alignment.
Question No. 180 answered with Question No. 178.
State Examinations
Ceisteanna (181)
Pádraig O'Sullivan
Ceist:181. Deputy Pádraig O'Sullivan asked the Minister for Education if she will engage with the State Examinations Commission regarding the need to give second-level students with a diagnosis of dyslexia additional time in the exam hall to complete their junior and leaving certificate examination paper (details supplied); if this can be done as expeditiously as possible; and if she will make a statement on the matter. [39791/24]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
School Transport
Ceisteanna (182)
Mairéad Farrell
Ceist:182. Deputy Mairéad Farrell asked the Minister for Education further to Parliamentary Question No. 188 of 24 September 2024, if this student can be offered a place on a school bus service (details supplied); and if she will make a statement on the matter. [39794/24]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were 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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
In relation to the Deputy's query, Bus Éireann has advised that the pupil is eligible to their selected school and has been issued a school bus ticket. The pupil resides approximately 1 km from her home to her assigned pick up point, which is in line with the terms of the School Transport Scheme.
Bus Éireann has further advised that while there is a service which passes where the pupil resides, this service is currently operating to capacity for the 24/25 school year.
However, Bus Éireann have been in contact with the family in this regard and have ensured that the pupil will be assigned to the closer bus route for the 25/26 school year.
School Curriculum
Ceisteanna (183)
Carol Nolan
Ceist:183. Deputy Carol Nolan asked the Minister for Education if she is aware of growing concern among parents and educators regarding what they perceive as the inappropriately sexualised context of the SPHE curriculum for young children; and if she will make a statement on the matter. [39806/24]
Amharc ar fhreagraFreagraí scríofa
In April 2018, the then Minister for Education and Skills asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of RSE in schools. The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum.
The findings of this Review have informed the updating of SPHE/RSE curriculum specifications for all stages.
The Junior Cycle specification was the first to be updated. The new Junior Cycle SPHE specification was introduced in schools for those entering first year in September 2023. The aim of the course is to build students’ self-awareness and positive self-worth; to develop the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives; empower them to create, nurture and maintain respectful and loving relationships with self and others; and enhance their capacity to contribute positively to society.
The specification consists of four strands: Understanding Myself and Others; Making Healthy Choices; Relationship and Sexuality; and Emotional Wellbeing. Teaching and learning is age and stage appropriate, based on research and informed by the extensive consultation.
The curriculum is designed to be appropriate to the age and stage of development of learners, whether first year, second year or third year. Learning outcomes over the three years of Junior Cycle range from communicating in a respectful and effective manner, to appreciating the importance of setting healthy boundaries, considering the impact of stress and techniques to manage day to day stresses, and learning outcomes dealing with alcohol, smoking and other addictive substances.
The strand of Relationships and Sexuality Education (RSE) is one aspect of this broader subject and includes learning outcomes relating to friendships, family relationships and romantic relationships, as well as addressing sensitive issues such as consent and the influence of pornography. It is important to be very clear that the curriculum categorically does not expose children to graphic or explicit content, or normalise the use of pornography. On the contrary, key messages would be that pornography is not a good place to go to learn about sex, and that it can be disturbing and even damaging for young people. No inappropriate graphic or explicit material should ever be used in a classroom setting.
The curriculum specification is published on curriculumonline.ie and interested parties can view the full specification including aim, rationale and learning outcomes for themselves.
I have recently approved an updated Senior Cycle SPHE specification, and school have until 2027 to introduce this new specification in order to allow for necessary preparatory work. A draft Primary Wellbeing specification, which includes SPHE, is now being finalised following consultation.
Again, both the approved Senior Cycle specification and the draft Primary specification are published online and available to view.
The Deputy may wish to note that consultation is a core element in the development of curricula and extensive public consultation has taken place on all the SPHE curriculum specifications referenced above.
It should also be noted that, in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of classes which are contrary to the conscience of the parent if they so wish.
Child Abuse
Ceisteanna (184)
Ivana Bacik
Ceist:184. Deputy Ivana Bacik asked the Minister for Education if she is aware of interviewees for the scoping inquiry on historical sexual abuse in schools who had previously signed non-disclosure agreements in respect of their schooling years; her views in the prevalence of non-disclosure agreements as a chill factor for victims of institutional childhood abuse; and if she will make a statement on the matter. [39813/24]
Amharc ar fhreagraFreagraí scríofa
The Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders indicates that survivors have criticised the use of Non-Disclosure Agreements (NDAs) on the basis that they see them as an unfair mechanism used to silence individuals and protect organisations who have committed criminal acts.
A number of survivors indicated to the Scoping Inquiry that they were concerned that the terms of NDAs which they had signed as part of settlements or compromise agreements might prohibit or restrain them from fully engaging with a future inquiry.
The Scoping Inquiry Report observes that, as NDAs are by their nature contractual, the particular restrictions or limits on disclosure depend on the terms of the contract. However, notwithstanding the terms of any particular NDA, the Report concludes that a statutory inquiry would be able to use its powers to compel attendance of a witness to give evidence.
As a matter of practicality, and in order to assuage the concerns of any potential witnesses who may have signed NDAs, the Report of the Scoping Inquiry envisages that an inquiry could ask such persons to contact the inquiry and, if such evidence is considered relevant, the inquiry could then use its statutory powers to require them to attend to give evidence.
Child Abuse
Ceisteanna (185)
Ivana Bacik
Ceist:185. Deputy Ivana Bacik asked the Minister for Education if any persons who were reported in the scoping inquiry on historical sexual abuse in schools are still teachers, or in any paid employment, either as a staff member or elsewhere in proximity to the education of children. [39814/24]
Amharc ar fhreagraFreagraí scríofa
The Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was a non-statutory process and did not have statutory investigative powers. It has reported what it has been told by each person, organisation or agency that it contacted with requests for information and it did not make findings of fact based on that information.
As a non-statutory Inquiry, it did not have powers to investigate individual allegations of abuse. Under its terms of reference, the Scoping Inquiry was not tasked with investigating or making findings of fact about whether or not abuse occurred or to make findings in respect of individual persons, religious orders or schools.
Cases of abuse that were brought to the attention of the Scoping Inquiry in the Survivor Engagement process were referred to Tusla and to An Garda Síochána for further review and follow-up where necessary, as those are the agencies with the necessary powers to assess whether there is any risk to children now and to carry out criminal investigations.
Child Abuse
Ceisteanna (186)
Ivana Bacik
Ceist:186. Deputy Ivana Bacik asked the Minister for Education her engagement with the Teaching Council in respect of the scoping inquiry on historical sexual abuse in schools; her views, in particular, on fitness-to-teach tribunals for teachers in respect of whom there is an allegation of abuse; if she is satisfied that existing processes are adequate to avoid the retraumatisation of victims; and if she will make a statement on the matter. [39815/24]
Amharc ar fhreagraFreagraí scríofa
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Department engages with the Teaching Council across all issues of relevance, in accordance with legislation, and there has been engagement on the matter referred to by the Deputy in this query.
Through its statutory role, the Teaching Council as the regulator of the profession has established a robust system to ensure the highest professional standards including the Code of Professional Conduct for teachers and the fitness to teach provision under Part 5 of the Teaching Council Acts , 2001 – 2015.The Code has an important legal standing and is used by the Council as a reference point in exercising its investigative and disciplinary functions. The Code sets out the standards of professional knowledge, skills, competence and conduct which are expected of registered teachers. The standards are underpinned by four core values – respect, care, integrity & trust & reflect the complexity of teaching.
Complaints can be made by anyone to the Teaching Council in relation to a registered teacher on one or more of the grounds which are set out in section 42(1) of the Teaching Council Acts, 2001 – 2015. The grounds include professional misconduct, poor professional performance, conduct contrary to the Code of Professional Conduct for Teachers and in certain circumstances, convictions.
A person (including the Council) may make a complaint to the Investigating Committee in relation to a registered teacher, and the Committee may consider the complaint. Also, the Teaching Council can refer issues of concern to the Part 5 process without a complaint having been made. In addition, the Teaching Council may make a complaint to the Investigating Committee about information contained in a Garda vetting disclosure received by the Council on behalf of school employers or potential employers.
Part 5 of the Teaching Council Acts 2001-2015 provides for the consideration and investigation of complaints relating to registered teachers, by the Teaching Council’s Investigating Committee. It provides for the holding of inquiries/hearings by Panels of the Disciplinary Committee. At the conclusion of a fitness to teach inquiry, Part 5 of the Act also provides for the possible imposition of sanctions if a finding is made against the teacher, where necessary including the maximum sanction of removing a teacher from the register.
As outlined by the Teaching Council in its statement on the Scoping Inquiry , it can consider complaints against currently registered teachers under the Fitness to Teach process which commenced on 25 July 2016, relating to individual teachers and can in certain instances consider complaints regarding incidents involving registered teachers that occurred prior to 25 July 2016.
The Teaching Council treat all complaints confidentially, respectfully and with the utmost sensitivity and compassion. They have informed me that there are procedures in place during the process to help avoid the re-traumatisation of victims.
Relevant staff are trained on matters, including the effects of sexual violence, responding to a disclosure, and approaches to mitigate against re-traumatisation. Where a complaint goes forward to the holding of an Inquiry, allegations of sexual misconduct must be proven beyond a reasonable doubt. Fair procedures and natural justice underpin the complaint and inquiry process and the treatment of all participants. Where allegations are accepted, witness statements can be submitted without the need for in-person, verbal evidence. A witness can apply to the three-member Inquiry Panel, to provide their evidence in private or remotely via video link. Health (including mental health) is one of the factors considered by the panel. To minimise interaction with other participants to an inquiry, a private meeting room is provided onsite for each witness, as necessary. Witnesses are afforded frequent breaks during the process, as requested.
Witnesses have a dedicated point of contact for the duration of the process and there is a facility for witnesses to apply for evidence to be provided in private, or for all or part of an inquiry to be held in private.
Survivors will be offered every support by the Teaching Council should they wish to submit a complaint under the parameters of the Fitness to Teach process in the legislation.
School Equipment
Ceisteanna (187)
Steven Matthews
Ceist:187. Deputy Steven Matthews asked the Minister for Education the position regarding the number of schools in Wicklow that have commenced applications and have completed solar panel projects under the free school solar scheme, in tabular form; and if she will make a statement on the matter. [39891/24]
Amharc ar fhreagraFreagraí scríofa
The first phase of Schools PV Programme was launched on 23rd November 2023.
It will provide eligible schools with a 6 kilowatts peak of roof-mounted solar PV, which equates to approximately 16 solar panels.
Since the launch of the first phase of the Schools PV Programme late last year, approvals have been provided to more than 1,100 schools and we are seeing the impacts today as PV panels are being installed on school roofs around the country. There has been a really positive response in terms of applications for solar panels from schools. It offers an opportunity for schools to reduce their carbon emissions and to reduce their energy costs.
As well as the obvious financial and climate benefits, it is expected that the visibility of the solar panels on schools will also deliver the added benefit of encouraging discussion and uptake of the technology in the wider community.
There has been a strong uptake from schools in Co Wicklow, with 93% of schools in Wicklow, 100 in total, submitting expressions of interest in the first phase of the scheme.
To date, 42% of those schools, 42 in total, have confirmed to date they already have had their PV installed with the remaining schools at various stages of the process.
The Department of Education has developed guidance documentation for the scheme which can be found on our website at gov.ie - Schools Photovoltaic Programme (www.gov.ie) .
Schools Refurbishment
Ceisteanna (188)
Niall Collins
Ceist:188. Deputy Niall Collins asked the Minister for Education if funding will be provided to replace a roof in a school (details supplied); and if she will make a statement on the matter. [39941/24]
Amharc ar fhreagraFreagraí scríofa
The school in question to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for roof works.
The EWS operates on the basis of a minimal scope of works and the school was advised to submit a revised scope of works with an accompanying itemised cost breakdown.
Once this is received the EWS team will review the revised application and 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.
School Accommodation
Ceisteanna (189)
Michael Fitzmaurice
Ceist:189. Deputy Michael Fitzmaurice asked the Minister for Education when a decision will be made in respect of an application for additional school accommodation devolved project submitted by a school (details supplied) in April 2024; and if she will make a statement on the matter. [39955/24]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings, in 2021, for a project to provide 2 SET rooms and 1 general classroom. The responsibility for delivery of the project has been devolved to the school authority. The project in question was approved through its initial architectural design stage following a review by my department’s professional and technical officials and subsequently progressed to planning.
The project is currently at Stage 2b (post planning) and the school has submitted a report for this stage. The project is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program. Department's officials will be in contact with the school when this review has been completed to advise on next steps.
There is an overall pipeline of some 1300 projects across the school system. The status of all projects is listed on a county-by-county basis at www.gov.ie. and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction. My Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. Under Project Ireland 2040, we are investing over €5 billion during the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.My Department is very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €405m additional capital funding was provided in 2023. This helped to alleviate capital funding pressures that arose in 2023 which was reflective of the strong delivery by my department of school building projects – particularly to support mainstream provision accommodating Ukrainian students and special education needs provision. My department’s overall capital out-turn for 2023 was €1.264 billion.We continue to have a strong pipeline of projects for delivery under the school building programme involving circa. 300 projects currently at construction, which include 34 new school buildings. We also have a large modular accommodation programme delivering urgently needed school places. The Department has always operated a tightly prioritised approach to the school building programme, focused over recent years on the delivery of additional capacity where required, and this will continue to be the case.
School Accommodation
Ceisteanna (190)
Michael Fitzmaurice
Ceist:190. Deputy Michael Fitzmaurice asked the Minister for Education when a decision will be made in respect of an application for additional school accommodation submitted by a school (details supplied) in April 2024; and if she will make a statement on the matter. [39956/24]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my Department is in receipt of an application, under the Additional School Accommodation scheme, from the school in question, for both mainstream and special education classrooms.
The purpose of the Additional School Accommodation 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 by other schools in the area.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
The provision of required school places, including for children with special educational needs, is a priority for my Department. My officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider area for 2024/25 and future years.
In the context of making the most effective use of our capital allocation, and mindful of climate action goals, we are working to make sure that all school accommodation capacity is being maximised. We are looking at how each individual school's accommodation can be best utilised and at capacity across schools in each school planning area.
The Department has a significant modular accommodation programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
The use of the Department’s Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible. To date, this has worked very well in the education sector and has seen delivery of large scale, high quality modular accommodation to meet the needs of children, particularly those with special educational needs.
This application is currently under consideration. When a final decision has been reached it will be communicated by my Department to the school authorities.
School Textbooks
Ceisteanna (191)
Jim O'Callaghan
Ceist:191. Deputy Jim O'Callaghan asked the Minister for Education the estimated number of children, by local authority area, who will benefit from the free schoolbooks scheme at second level at leaving certificate for the 2025/2026 academic year. [39959/24]
Amharc ar fhreagraFreagraí scríofa
On 5th March this year I announced details of a new scheme which provides free schoolbooks to Junior Cycle students in post-primary schools in the Free Education Scheme. Special schools who have Students enrolled in Junior Cycle programmes will also receive this funding. More than 213,000 students enrolled in approximately 670 post-primary schools and 70 special schools, are already benefiting from the new scheme in the current school year.
The investment of €68 million in 2024 significantly increases the funding that was previously provided for schoolbooks and reinforces the Government’s commitment to expand the free schoolbooks scheme to schools nationwide, as resources allow.
Further funding of €51 million has been secured in Budget 2025 to extend the schoolbooks scheme to all students in Senior Cycle in Post Primary Schools in the Free Education Scheme.
As my Department has not yet obtained schools validated enrolment data for the 2025/26 school year I am unable to provide the data requested by local authority. However, I can supply the most recent enrolment figures for Senior Cycle years published by my Department which includes Transition Year, 5th year and 6th year students enrolled for the 2023/24 school year broken down by local authority area.
Schools Building Projects
Ceisteanna (192)
Jennifer Whitmore
Ceist:192. Deputy Jennifer Whitmore asked the Minister for Education if a project brief for a school build (details supplied) has been determined; if the project has commenced into architectural planning; if not, the timeline for that process to begin; and if she will make a statement on the matter. [39969/24]
Amharc ar fhreagraFreagraí scríofa
A project brief for the school referred to by the deputy is currently being determined by my department and it is our intention to progress the project into architectural planning as soon as possible
The Department of Education can confirm that agreement has been reached to transfer the former Abbey Community College site, Wicklow town, to the Minister for Education.
The site will provide accommodation for Wicklow Educate Together Secondary School on a permanent basis.
It is anticipated the project will be delivered under my department’s ADAPT 4 Programme which uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The Project Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of multi-disciplinary design team consultants.