Thursday, 10 Nov 2016

Written Answers Nos 140-154

Residential Institutions Redress Scheme Data

Questions (140)

Róisín Shortall

Question:

140. Deputy Róisín Shortall asked the Minister for Education and Skills further to Parliamentary Question No. 69 of 3 November 2016, if he will report on each of the 48 properties transferred to the State under the residential institutions redress agreement of 2002; the details of those properties which have been sold on; and the details of the person or organisations that have beneficial use of the property in the case of properties in the ownership of the state. [34154/16]

Written answers

Minister for Education and Skills

Table

	Property	Transferor	Transferee
1	Doon, Co. Limerick	Congregation of the Sisters of Mercy	Department of Education and Skills
2	St Coleman's, Rushbrooke, Co. Cork	Congregation of the Sisters of Mercy	Southern Health Board
3	Playing Field, Carna, Co. Galway	Congregation of the Sisters of Mercy	Department of Education and Skills
4	Secondary School & Site, Ennistymon, Co. Clare	Congregation of the Sisters of Mercy	Department of Education and Skills
5	Mohill Community School Site, Co. Leitrim	Congregation of the Sisters of Mercy	Department of Education and Skills
6	Terenure Secondary School, Dublin 6	Union of the Presentation Sisters	Department of Education and Skills
7	Site at Merrion, Dublin 4	Religious Sisters of Charity	Dublin City Council
8	Two Properties at Tuam, Co. Galway	Congregation of the Sisters of Mercy	Cluid Housing Association & Galway Association of Mentally Handicapped Children
9	Nursery Buildings, Goldenbridge, Dublin 12	Congregation of the Sisters of Mercy	Health Service Executive
10	24 Westcourt, Tralee, Co. Kerry	Congregation of the Sisters of Mercy	Southern Health Board
11	Site at Glenamaddy, Co. Galway	Congregation of the Sisters of Mercy	Department of Education and Skills
12	11 Acre Site at Virginia Road, Kells, Co. Meath	Congregation of Christian Brothers	Department of Education and Skills
13	Deenagh House, Killarney, Co. Kerry	Congregation of the Sisters of Mercy	Southern Health Board
14	St Anne's Secondary School, Dublin	Religious Sisters of Charity	St. Vincent de Paul
15	28 The Woodlands, Celbridge, Co. Kildare	Hospitaller Order of St. john of God	Eastern Regional Health Authority
16	Vacant Buildings and Land at Rathdrum, Co. Wicklow	Congregation of the Sisters of Mercy	Eastern Region Health Authority
17	Gate Lodge, Goldenbridge, Dublin 12	Congregation of the Sisters of Mercy	Dublin City Council
18	1 Garravogue Road, Raheen, Co Limerick	Congregation of the Sisters of Mercy	Mid Western Health Board
19	23 Wooodlea, Tralee, Co Kerry	Congregation of the Sisters of Mercy	Southern Health Board
20	Goldenbridge Group Homes	Congregation of the Sisters of Mercy	Eastern Region Health Authority
21	Ballymote, Co Sligo	Congregation of the Sisters of Mercy	Ballymote Childcare Association
22	15 The Willows, Mallow, Co. Cork	Congregation of the Sisters of Mercy	Southern Health Board
23	Presentation Convent, Hospital, Co Limerick	Union of the Presentation Sisters	Department of Education and Skills
24	Traveller Site at Blackrock, Co. Dublin	Daughter of Charity of St Vincent de Paul	Dun Laoghaire Rathdown County Council
25	St Teresa's, Temple Hill, Blackrock, Co. Dublin	Daughter of Charity of St Vincent de Paul	Alzheimers Society
26	Belmullet, Co Mayo	Congregation of the Sisters of Mercy	Irish Wheelchair Association
27	59 Hollybank Road, Drumcondra, Dublin 9	Congregation of the Sisters of Mercy	PACE
28	Mount St Joseph, Passage West, Co. Cork	Congregation of the Sisters of Mercy	Southern Health Board
29	Building & Site at Edgeworthstown, Co. Longford	Congregation of the Sisters of Mercy	Department of Education and Skills
30	Avondale, Waterford Road, Kilkenny	Religious Sisters of Charity	South Eastern Health Board
31	Site at Longmile Road, Walkinstown, Dublin 12	Religious Sisters of Charity	Walkinstown Association for Mentally Handicapped
32	Presentation Convent, Hospital, Co. Limerick	Union of the Presentation Sisters	Hospital Voluntary Housing Association
33	Convent Land at Barrack Street, Limerick	Congregation of the Sisters of Mercy	Irish Wheelchair Association
34	2 Moyle Crescent, Clondalkin, Dublin 22	Hospitaller Order of St. John of God	Eastern Regional Health Authority
35	.28 Acre Site at Dolphin Park, Crumlin, Dublin 6	Congregation of Christian Brothers	Dublin City Council
36	Holy Cross Gardens, Killarney, Co. Kerry	Congregation of the Sisters of Mercy	Cluid Housing Association
37	23 Parnell Square, Dublin 1	Congregation of Christian Brothers	Office of Public Works
38	Convent at Newport, Co. Mayo	Congregation of the Sisters of Mercy	Dominic Housing Association
39	Ballina, Co. Mayo	Congregation of the Sisters of Mercy	Western Care Association
40	Airne Villa, Rock Road, Killarney, Co Kerry	Congregation of the Sisters of Mercy	Southern Health Board
41	6 Mount Vincent Terrace, Limerick	Congregation of the Sisters of Mercy	Mid Western Health Board
42	Gentili, Farahoe, Innishannon, Cork	Institute of Charity (Rosminians)	Southern Health Board
43	Roseboro, 2 Firgrove Gardens, Bishopstown, Cork	Institute of Charity (Rosminians)	Southern Health Board
44	4 The Hawthorns, Macroom Road, Bandon, Cork	Institute of Charity (Rosminians)	Southern Health Board
45	5 Avondale Drive, Bandon, Co. Cork	Institute of Charity (Rosminians)	Southern Health Board
46	The Vineyard Centre, Rathdrum, Co. Wicklow	Congregation of the Sisters of Mercy	Health Service Executive
47	Lands at Mullaghmonaghan, Co. Monaghan	Congregation of Christian Brothers	Department of Education and Skills
48	Benvon, 5 Bishopstown Road, Bishopstown, Cork	Institute of Charity (Rosminians)	Southern Health Board

Schools Building Projects Status

Questions (141)

Carol Nolan

Question:

141. Deputy Carol Nolan asked the Minister for Education and Skills the status of the site selection process for the new three-school campus for Buncrana, County Donegal; and if he will prioritise resources in his Department to fast-track the design, planning, tendering and construction stages in acknowledgement of the 11 years that it has taken to get to this first stage of the process. [34163/16]

Written answers

Minister for Education and Skills

As the Deputy is aware the Buncrana school campus project is included in the 6 year construction programme announced last November, and is listed to proceed to tender and construction in 2019-21.

Officials from my Department continue to liaise with officials from Donegal County Council in relation to the advancement of a preferred site option. Once a suitable site has been acquired my Department will be in a position to progress the project concerned into the architectural planning process.

Institutes of Technology Funding

Questions (142)

Carol Nolan

Question:

142. Deputy Carol Nolan asked the Minister for Education and Skills his views on the recent HEA report that found Letterkenny Institute of Technology faces immediate sustainability challenges; and his plans to increase investment in the institution to address this ongoing funding crisis. [34164/16]

Written answers

Minister for Education and Skills

My Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions, including institutes such as Letterkenny Institute of Technology (LYIT). The HEA allocates this funding to the institutions and the internal disbursement of funding is then a matter for the individual institution.

The HEA has been closely monitoring the financial position of all of the IoTs and in particular are working closely with those institutes operating in deficit, such as LYIT, to ensure appropriate mechanisms are put in place to eliminate the deficit as quickly as possible.

The HEA has a policy framework in place for engaging with vulnerable IoTs which requires institutes to submit a three year plan to return them to a balanced budget situation. If the institute is unable to demonstrate how a return to a balanced budget can be achieved within this timeframe, or if actual performance deviates significantly from the plan, then the HEA will seek the appointment of an independent financial expert to work with the Governing Body and Executive Management Team to agree a revised plan and programme of remedial action.

My Department and the HEA are aware of the financial difficulties being experienced by a number of the Institutes of Technology (IoTs), including LYIT. The Financial Review of the Institutes recently published by the HEA makes a number of recommendations on how some of the issues which contribute to funding problems in the IOT sector can be addressed. My Department is working with the HEA to action those recommendations.

Funding overall for the higher education sector is a key concern for my Department particularly in light of the additional pressure that will fall on the system over the next decade or so. In seeking to address the issue in the short term, I have for the first time in nine years secured as part of Budget 2017 additional funding for the sector. In 2017 additional funding of €36.5m will be made available with €160m additional over the next three years.

The Report of the Expert Group on Future Funding for Higher Education, published in July, clearly outlines the funding challenges and offers a number of approaches and recommendations for consideration for the medium term. As committed to in the Programme for Government, the report has been referred to the Oireachtas Education Committee and this consultation will form part of the process of formulating a plan for the future of the sector.

After-School Support Services

Questions (143)

Donnchadh Ó Laoghaire

Question:

143. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the status of the implementation of the commitment in the programme for Government that additional capitation funding will be provided to schools which make buildings available for afterschool care; and if he will make a statement on the matter. [34184/16]

Written answers

Minister for Education and Skills

In accordance with key commitments in the Programme for a Partnership Government (May 2016) in relation to encouraging the use of school buildings outside school hours for afterschool care, my Department is working closely with the Department of Children and Youth Affairs in considering how to facilitate schools who wish to make their facilities available as part of the range of options available to parents where there is demand. 

In general, school authorities have a considerable degree of autonomy in relation to how their premises are managed and utilised at local level. The use of school facilities must be approved by the school authority.  In 2005, my Department issued a circular to Trustees, Boards of Management and Principals of Primary and Voluntary Secondary Schools (Circular Letter Prim 16/05) to encourage Trustees and Boards of Management to make their facilities available where possible for community, education and recreation purposes. This circular recognises that the decision ultimately lies with the relevant Board or Trustees and that the first priority at all times should be the interest of the school, its teachers and pupils.

In facilitating such extra provision there are a number of complex issues that need to be considered in respect of such arrangements. These issues - including property, governance, insurance and liability - are being considered as part of ongoing work within my Department of the requirements to be established around the use of school premises/property for various purposes, including afterschool care and the preparation of guidelines in relation to same. I met with education partners during the summer to discuss the use of school buildings for wider community use, including afterschool care. 

To progress the range of commitments to create a high quality afterschool care system, my Department is working closely with the Department of Children and Youth Affairs.  An interdepartmental group is looking at key issues and is expected to report to me and the Minister for Children and Youth Affairs shortly.  These issues include:

- Capacity and demand for services

- Children's views on afterschool care

- An appropriate quality and standards framework

- The development of criteria for a capital scheme to be funded by DCYA

- Estimated existing use of school buildings

- Collaborative models with existing community/private service providers.

Broadband Service Provision

Questions (144)

Éamon Ó Cuív

Question:

144. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if the maintenance of high quality broadband to schools was a part of the schools broadband contract of his Department; if he has been informed of the reduction in service in the broadband provision to a school (details supplied); the steps taken to ensure the service is up to standard; and if he will make a statement on the matter. [34190/16]

Written answers

Minister for Education and Skills

The overall policy of my Department is to offer the best quality connectivity to all recognised primary and post-primary schools in line with technical solutions available in the market and within required financial parameters.

All post-primary schools receive at least 100mbts connectivity through a programme undertaken jointly between the Department of Communications Climate Action and Environment and my Department. That programme is now fully funded and operated by this Department.

Through the Schools Broadband Access Programme, the Department provides for the supply of internet connectivity for all recognised primary schools. A framework involving 14 providers was put in place in 2012 which has ensured improved solutions are available to primary schools. In 2015, it was agreed that over 1,100 school connections would be upgraded to 30Mbit/s or greater. In line with the agreed plan, approximately 600 of these upgrades have been installed to date and the remainder will be installed in the coming months.

While broadband provision is awarded to every school, there are a very small number of schools where we are still seeking an improved service owing primarily to their geographical location and the availability of broadband connectivity. These schools are currently with the relevant broadband providers to investigate solutions and put in place the service, and this is the case for the school referred to by the Deputy. There are also a small number of schools who choose not to participate in the schools broadband scheme.

The Department continually reviews the availability and quality of services and upgrades schools where the opportunity arises, within the parameters of the Programme and in compliance with procurement and contractual obligations

However, the need to improve broadband connectivity to primary schools is recognised in the new Digital Strategy for Schools and the Department will collaborate with the Department of Communications, Climate Action and Environment to address this as a priority action. Work on the implementation of the Strategy is under way.

School Accommodation Provision

Questions (145)

John McGuinness

Question:

145. Deputy John McGuinness asked the Minister for Education and Skills the progress in approving funding for additional accommodation for a school (details supplied); the stage the application is at; the timeframe for a decision; and if he will make a statement on the matter. [34194/16]

Written answers

Minister for Education and Skills

I can confirm that the school referred to by the Deputy has submitted an application to my Department for capital funding for the provision of additional accommodation.

In this regard, my Department met with the principal and members of the Board of Management of the school last September. The school authority was advised of my Department's commitments under the 6 Year Programme and that the emphasis is on ensuring that every child has access to a physical school place. In this context, the school representatives were advised that my Department is not in a position to consider capital funding for the school in question, at this time.

Student Support Schemes

Questions (146)

Clare Daly

Question:

146. Deputy Clare Daly asked the Minister for Education and Skills if his Department has undertaken any assessment or research into the potential loss to the Exchequer arising from emigration to avoid repayment of graduate debt as has happened in other jurisdictions where student loan systems have been introduced. [34202/16]

Written answers

Minister for Education and Skills

The Deputy will be aware, that the Report of the Expert Group on Future Funding for Higher Education, published in July, identifies income-contingent loans as being one of the possible options for the future funding of the higher education sector. Other options include a predominantly State-funded system or a State-funded system supplemented with continuing student fees.

The Group in examining the income-contingent loans option noted that the issue of emigration arises in other countries (including the U.K., Australia and New Zealand) that have introduced such a system but it has not undermined the effectiveness of their loan systems.  The Report sets out some possible options that could be adopted to ensure emigrants meet their repayments. However, it also noted that in considering such a scheme for Ireland, further analysis would be required on the issue.

As committed to in the Programme for Government, I have referred the report to the Oireachtas Education Committee and this engagement will form part of the process for formulating a plan for the future funding of the sector.  I do not want to pre-empt the work of the Committee. However, I look forward to working with it as it analyses all of the options put forward by the Expert Group and hears the voice of all stakeholders.

School Staff

Questions (147)

Carol Nolan

Question:

147. Deputy Carol Nolan asked the Minister for Education and Skills the estimated costs of restoring positions of responsibility to primary schools and to secondary schools; and if he will make a statement on the matter. [34232/16]

Written answers

Minister for Education and Skills

There are limited alleviation arrangements in place for schools that are acutely affected by the impact of the moratorium at Assistant Principal level. These arrangements are mainly focused at post-primary level. However, it is fair to say that before the moratorium, notwithstanding the fact that one out of every two teachers held a management allowance the workload issue and the pressures on Principals and Deputy Principals existed. The estimated cost of lifting the moratorium on posts of responsibility and restoring them to pre-moratorium levels would be in the order of €50m.

School leaders have a key role to play in determining the shape of our schools and student outcomes. Leading on curricular change and change management are key challenges for every school leader. The challenge for schools and the Department is therefore to build a leadership partnership that is fit for 21st century Ireland and school context.

We have reviewed the role of the principal so that our principals are leaders of learning, and to reconfigure the middle management structure to support principals in their role, ensuring ownership of responsibility rather than tasks, thereby building expertise and supporting a career path within the profession.

Budget 2016 provided 250 posts to second level schools to enable Deputy Principals to be freed up from teaching time and be more fully available to assist the school principal with the leadership of the school. At primary level Budget 2016 provided for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school and effective from the start of the 2016-17 school year. 

Budget 2017 has provided for the equivalent of 170 additional posts to second level schools to employ an additional Deputy Principal to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.

Budget 2017 also provides for the commencement of the restoration of middle management posts to lift the rigidity of the longstanding moratorium on these posts in both the primary and post-primary sector. A Department circular will issue in early January in relation to these new arrangements.

Strengthening leadership is schools is a serious issue and these announcements provide additional resources to focus on leadership and management in our schools.

National Educational Psychological Service Data

Questions (148)

Carol Nolan

Question:

148. Deputy Carol Nolan asked the Minister for Education and Skills the number of psychologists that would need to be recruited to establish a ratio of one NEPS psychologist to 3,500 students in five years time taking into account projected enrolment; the estimated cost of same; and if he will make a statement on the matter. [34233/16]

Written answers

Minister for Education and Skills

The Deputy will be aware that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post-primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA).

I can inform the Deputy that my Department, over the course of recent economic difficulties, has not only maintained psychologists staffing levels within NEPS, but has increased them by some 10% since late 2008, to 162 whole-time equivalent psychologists currently employed. Vacancies currently existing within the current sanctioned limit of 173 w.t.e. psychologists are currently being pursued by my Department with the Public Appointments Service with a view to appointing suitably qualified personnel from the a new recruitment panel to be formed for this purpose.

The Deputy may also be aware that the Programme for a Partnership Government commits that we will invest additional resources in the National Educational Psychological Service to ensure earlier intervention and access for young children and teenagers and to offer immediate support to schools in cases of critical incidents. The Programme commits to bring the total number of NEPS psychologists to 238 from the current sanctioned limit of 173.

In order to establish a ratio of 1 NEPS Psychologist to 3,500 primary / post-primary students within five years and based on best estimates of enrolment projections would require the engagement of an additional 107 staff bringing the total to 269 psychologists.  The direct cost of these additional staff would currently be in the order of €7.9m per annum.

Special Educational Needs Staff

Questions (149, 150)

Carol Nolan

Question:

149. Deputy Carol Nolan asked the Minister for Education and Skills the number of special needs assistants, SNAs, that are required over each of the next five years to maintain existing SNA to student ratios taking into account projected student enrolment; and if he will make a statement on the matter. [34234/16]

Carol Nolan

Question:

150. Deputy Carol Nolan asked the Minister for Education and Skills the current ratio of special needs assistants to students with special educational needs; if this ratio is in line with international norms; if any study has been completed on international norms in this area; and if he will make a statement on the matter. [34235/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 149 and 150 together.

Special Needs Asisstants (SNAs) are allocated to mainstream Primary, Post Primary schools and to Special Schools to assist children with special educational needs who also have additional and significant care needs.  Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills. 

In June 2016, I announced that 860 additional Special Needs Assistants would be available for allocation to schools over the period September to December 2016 in order to meet the level of identified demand, bringing the total number of Special Needs Assistants to 12,900, at a total gross annual cost of €425m.  

Budget 2017 has provided for the recruitment of an additional 115 SNAs from January to June 2017 and to provide for the full year costs of the 860 SNAs recruited from September 2016.  This additional allocation will bring the total number of SNAs which may be allocated to schools in the 2016/2017 school year, to 13,015 posts.  In total, this represents an increase of 23% over the numbers allocated in 2011, which was 10,575 posts.  This increase reflects the growing participation of children with Special Needs and will support their full participation and progression within the educational system. 

The National Council for Special Education (NCSE) is responsible for processing applications from schools for Special Educational Needs supports, including SNA support.  The NCSE allocates S support to schools in accordance with the criteria set out in my Department's Circular 0030/2014.  The demand for the 2017/18 school year will not be known until the NCSE application process for 2017/18 has been completed next year. 

The Irish Government Economic and Evaluation Service recently published a Focused Policy Assessment (FPA) of Data on Special Needs Assistants which is available at: http://www.education.ie/en/Publications/Value-For-Money-Reviews/.  This FPA forms part of the Department of Education and Skills (DES) commitment to the Public Spending Code (PSC) and evidence informed policy making.  

Through analysing growth in metrics, such as the age profile of students accessing SNA supports, the growth in students accessing SNAs as a proportion of the primary and post-primary education, and levels of enrolment in special classes, the FPA estimated that future demand of the number of additional SNAs likely to be required to 2019 will be in the order of between 1,300 and 5,400 posts, which is estimated to cost between €47m and €183m. The report noted, however, that this is an indicative estimate, which is subject to certain growth conditions to be met, and that it is unrealistic to assume that the report can predict exactly the quantum of future student demand of SNAs.  

The extent of funding required to provide for SNA support in future years will, therefore, take into account the actual demand which transpires annually, while also taking into account the significant increases in SNA numbers recently provided in 2016. 

Data underpinning the SNA Scheme, as set out in the FPA, shows that overall the student to SNA ratio has increased from 2.2 in 2011/2012 to 2.5 in 2015/2016 due to changes in student numbers, the profile of disability of students and the SNA allocation. 

It should be noted that the SNA to Pupil ratio varies across the school sector from mainstream class to special class to special school. In 2015 there was 1 SNA for 2.2 eligible children in Mainstream classes, 3.2 children in special classes and 3.31 children in special schools. As more SNAs are introduced to schools it would be expected that the ratio of SNAs to eligible pupils would move closer to that in special classes and schools.

I recently requested the NCSE to lead a comprehensive review of the SNA scheme, in consultation with other relevant Departments and State Agencies, including the National Disability Authority (NDA) and in that context to:

- Identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and

- recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.

This comprehensive review will include a literature review of international and country studies to compare international norms.

The NCSE will report to me on the progress of this review in May 2017.

School Admissions

Questions (151)

Carol Nolan

Question:

151. Deputy Carol Nolan asked the Minister for Education and Skills if the admissions legislation proposed by the Government will allow the NCSE to require a school to establish a special class where there is sufficient local demand for same; and if he will make a statement on the matter. [34236/16]

Written answers

Minister for Education and Skills

The Education (Admission to Schools) Bill was published on 6 July 2016. Publication of the Bill reflects the commitment in the Programme for Government to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.

The Admissions Bill provides that where a school has places available it must admit all applicants. The Bill also contains a provision for the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs). The NCSE or the Child and Family Agency will not be able to increase a school’s capacity. A school must have places available for a designation to be made.

In relation to the establishment of special classes, the NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. The NCSE continues to engage with schools in opening special classes where there is an identified need for special class provision.

Progress in developing this network has been significant and in addition to special school placements there are currently over 1,000 special classes throughout the country at primary and post primary level including 762 special classes for children with Autism.

The NCSE recently published a list of special classes for the 2016/17 school year. In total there are 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.

Details of all special classes for children with special educational needs are available on www.ncse.ie in county order, and with new classes identified.

The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provide information on setting up and organising special classes.  These guidelines are available to download from www.ncse.ie.

Special Educational Needs Service Provision

Questions (152)

Carol Nolan

Question:

152. Deputy Carol Nolan asked the Minister for Education and Skills the financial supports available to schools which wish to establish a special class; and if he will make a statement on the matter. [34237/16]

Written answers

Minister for Education and Skills

The information sought by the Deputy can be found at www.ncse.ie.

Special Education Review

Questions (153)

Carol Nolan

Question:

153. Deputy Carol Nolan asked the Minister for Education and Skills his plans to publish the review of the pilot scheme of the new resource allocation model for children with special educational needs; the timeframe for publication of same; and if he will make a statement on the matter. [34238/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that my Department implemented a pilot of the proposed new Resource Teacher allocation model over the 2015-016 school year.

A review of this pilot has been completed and a report of the review is currently being finalised.

I understand that the review will indicate that the new model has been positively received by schools and parents.

Throughout the pilot my Department gathered information from the participating schools. This information was gathered using surveys, information and training days, self-reflective questionnaires and a formal review undertaken by my Department's Inspectorate.

Through these processes, schools indicated that they welcomed the increased flexibility and autonomy provided by the model to allocate resources based on need. Most schools believe the model allows more scope for team teaching, targeted interventions, mix of in-class and group work, with less focus on withdrawal and one to one teaching. Schools welcome the move away from the unnecessary labelling of children in order to secure resources. Schools also welcomed that they no longer need to wait for diagnosis and that this facilitates intervention at an earlier stage based on the schools identification of need.

In addition schools indicated a belief that they were broadly well supported in meeting the needs of children with Special Educational Needs.

When the full review has been finalised, I will consider its findings and will also consider when the report should be published.

School Accommodation

Questions (154)

Carol Nolan

Question:

154. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has issued any guidance to schools regarding the provision of storage space for cycling helmets for children who cycle to school; and if he will make a statement on the matter. [34239/16]

Written answers

Minister for Education and Skills

In accordance with the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.

Responsibility for arranging the provision of storage space rests with the Board of Management.

My Department has not issued any guidance to schools on this matter.