Ms Deirdre O'Connor:

The INTO welcomes the opportunity to address the joint committee on this matter. We note that issues relating to the workload of principal teachers will be discussed later this afternoon. We would like an opportunity to address the committee separately on those issues at a later stage, if possible. Issues relating to school buildings were on the agenda of our first congress, which was held 150 years ago this month. Teachers have legitimate concerns about such issues. They are entitled to work in decent places. They want to work in buildings which enhance the educational experience of the children they teach. Such buildings are comfortable, bright, adequately heated and ventilated and have appropriate furniture and technology.

We acknowledge that it is difficult to plan for school places. It is not an exact science. We acknowledge that the Department uses demographic tools effectively to show areas of population growth to meet demand. However, those tools are not always as joined-up as they might be. The unique structure of primary education in Ireland, however, means that parents can exercise their right to enrol their child in the school of their choice, regardless of whether it is in an area that is not close to where they live, or whether it is a school of a different ethos. As a result, some schools are full to capacity while others have empty classrooms. We acknowledge the difficulties that exist in this regard. School provision can match demand if there is consultation and co-operation at local level and if decisions are made on the basis of clear and transparent criteria. The Department must take into account the OECD's finding that classes in Irish primary schools have an average of five children more than the EU average. If we want to have the best education system in the world, we need to plan to reduce class sizes and we must provide the accommodation to facilitate this.

It is absolutely correct that 40% of additional school places are delivered by extending existing schools. Schools need to be maintained and improved. As the day-to-day managers of schools, hard-pressed principals like Ms Jordan have to carry the burden of responsibility and additional work when projects are being undertaken or are being sought. In 57% of cases, they do this in addition to their teaching duties. The Department needs to ensure appropriate supports are in place to enable such works to be carried out efficiently. This must include the provision of additional release time for teaching principals and the funding of sufficient ancillary staff. Primary schools are struggling to make ends meet because capitation funding at primary level is significantly less than at post-primary level. Indeed, it is significantly less than it was before the cuts were made in the last decade. The minor works grant, which is intended for routine maintenance and upkeep of schools, is an essential part of the budgets of all schools. The Department does not provide any certainty in relation to its payment from year to year. The payment of this grant must be confirmed on an annual basis, and certainty must be provided with regard to its timing, so that schools can plan their budgets.

In 1872, the Ennis Teachers Association sent a letter to the founder of the INTO, Vere Foster, in which it described the transformation of a miserable hovel on a bleak mountainside into a school with whitened walls, a slated roof and handsome glazed windows.

It described the pupils' rapt delight at their new surroundings and how the teachers' labour, if not easy, was at least tolerable. Investment in good quality school accommodation improves the quality of teaching and learning today, as it did in 1872.