Mr. Hubert Loftus:

I thank the committee for inviting us to provide a briefing on our current and future plans for school infrastructure, including the specific topics referred to by the committee in its invitation. In order to assist the discussions, I have provided an appendix to my submission dealing with the specific topics raised by the committee. I will use the opportunity of the opening statement to provide a high-level overview on our work which may also assist the committee in our discussions.

We have done a lot of work over the last five years on reviewing and streamlining our systems, processes and procedures so we are better positioned to deliver on the ambitions set out in the national development plan, NDP, which is the key guide for our work and direction of travel. The strategic initiatives and reforms we have put in place and continue to put in place are focused on enabling us to plan and deliver in a more strategic and co-ordinated manner. The NDP sets out the national priorities for the school building programme. Key priorities under the National Development Plan 2021-2030 include continuing to cater for additional capacity requirements; provision of accommodation for special classes with a particular emphasis on ramping up provision at post-primary level to facilitate a smooth transition from primary level; delivering on the climate action agenda and integrating, where possible, the modernisation of existing school infrastructure; and strengthening the asset management and maintenance regime across schools.

We have a strong track record of delivery. Nearly 900 school building projects were completed during the period 2018 to 2022. We have a variety of delivery mechanisms including our design and build programme, employer-led design programmes, devolved programmes and modular accommodation programme. Across all of our programmes there is a strong emphasis on the use of modern methods of construction, which is consistent with the Government’s overall direction of travel in this area. Through Project Ireland 2040, we are investing in excess of €5 billion over the period 2021 to 2025 to add capacity and develop and upgrade school facilities across the country for the almost 1 million students and over 100,000 staff who learn and work in our schools every day. We are conscious of the Government's strong support for investment in education, including through supplementary funding in addition to NDP allocations. We continue to have a strong pipeline of projects for delivery under the school building programme, which involves circa 300 projects at construction in 2023, of which over 40 are new school buildings. These 300 projects at construction in 2023 involve a total State investment of over €1 billion. There are also 72 projects currently at the tender process, including a further 27 new school buildings. All these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities. In addition, in excess of 35,000 sq. m of additional capacity is being provided at schools across the country through our modular programme. This is equivalent in size terms to more than three new 1,000-pupil post-primary schools.

The Department uses its geographical information system, GIS, and works closely with key stakeholders such as the National Council for Special Education, NCSE, patron bodies, local authorities, individual schools, etc., to plan for additional capacity requirements across the school system to ensure there are a sufficient number of school places in a town or area for all children. In this regard, it is very important that enrolments are aligned with existing capacity across schools to the greatest extent possible. The Department’s planning and building unit liaises closely with relevant patrons to ensure a strategic and co-ordinated approach is taken to managing enrolments and maximising existing capacity both at individual school level and across a town or area.

Co-ordination between schools in managing enrolment processes is very important. It helps to ensure that duplicate applications are identified at an early stage and that net additional accommodation requirements are identified early so that accommodation solutions can be put in place. All of this work supports and facilitates more than 960,000 primary and post-primary students in our school system, including more than 15,500 children from Ukraine and just over 26,000 children with additional needs, who are enrolled in close to 3,000 special classes and in 130 special schools. Planning for additional capacity requirements for September 2024 and September 2025 is well advanced. It is envisaged that these capacity requirements will be primarily managed through the completion of the circa 300 school building projects currently in construction and supplemented with additional capacity provided as part of the modular accommodation programme. Beyond 2025, our approach will be to continue to ensure that we manage the pipeline of existing projects so that we target and prioritise the areas under greatest pressure to keep pace with housing roll-out. Delivery continues to be managed in a challenging construction sector environment.

The climate action agenda is also central to the Department’s strategic planning. We have a very challenging target of a 51% reduction in greenhouse gas emissions by 2030 and net zero by 2050. This means optimising the use of our existing building stock and school sites, moving towards fully decarbonised solutions in cases in which new projects are essential and maximising opportunities for active travel and use of public transport. I am conscious that there is a special education dimension to some of the topics the committee wishes to discuss today. Both my colleague Ms Mannion and I would like to reassure the committee that the Department is working closely with the National Council for Special Education, NCSE, to plan strategically for special class requirements at primary and post-primary level. This is making a real difference for parents of children with additional needs and we place a very strong emphasis on maximising opportunities for integration and inclusion. There are now close to 3,000 special classes in our primary and post-primary schools. Given the scale of needs, we envisage that all post-primary schools will have an average of at least four special classes over time. As already indicated, I have included an appendix to my opening statement which sets out the high-level position in relation to each of the specific topics the committee wishes to discuss at our meeting today. I hope the committee finds this helpful and that it will help in dealing with any issues of concern for members. I thank the Chair.