Written Answers Nos. 164-181
166. Deputy Róisín Shortall asked the Minister for Finance how the new tax arrangements in respect of persons with medical insurance, as announced in budget 2014, will work in practice, with an example of the impact on a family paying a premium just below the new tax relief cap, an example of the impact on a family paying slightly above the new tax relief cap, and an example of a family paying a premium well in excess of the new tax relief cap. [44888/13]
View answerThe position is that from 16 October 2013, tax relief for medical insurance premiums will be restricted to the first €1,000 per adult and the first €500 per child insured. Any portion of premium paid in excess of these ceiling will no longer qualify for tax relief. The new ceilings will ensure continuing support via the tax system for those who purchase standard policies, while reducing Exchequer exposure to more expensive policies.
The examples below demonstrate how the new upper ceilings on the amount of medical insurance premiums that will qualify for tax relief will work.
Example 1
John and Mary are married with two children. Barry and Denise who are aged 9 and 11 years. They have medical insurance cover and pay gross premiums of €2,600 in 2013 and 2014 before tax relief at source is applied. The breakdown of the medical insurance premiums is as follows: €900 per adult and €400 per child = €2,600 total medical insurance cost before tax relief at source is applied.
|
2013 |
€ |
|
Cost of medical insurance cover: |
€2,600 |
|
Less tax relief at source (€2,600@20%) = |
(€520) |
|
Cost of medical insurance cover after tax relief at source: |
€2,080 |
|
2014 |
€ |
|
Cost of medical insurance cover: |
€2,600 |
|
Less tax relief at source (€2,600@20%) = |
(€520) |
|
Cost of medical insurance cover after tax relief at source: |
€2,080 |
This family will see no change in the cost of their medical insurance premium as a result of Budget 2014.
Example 2
Paul and Sinead are married with two children. Gary and Kate who are aged 7 and 9 years. They have medical insurance cover and pay gross premiums of €3,400 in 2013 and 2014 before tax relief at source is applied. The breakdown of the medical insurance premiums is as follows: €1,100 per adult and €600 per child = €3,400 total medical insurance cost before tax relief at source is applied.
|
2013 |
€ |
|
Cost of medical insurance cover: |
€3,400 |
|
Less tax relief at source (€3,400@20%) = |
(€680) |
|
Cost of medical insurance cover after tax relief at source: |
€2,720 |
|
2014 |
€ |
|
Cost of medical insurance cover |
€3,400 |
|
Less tax relief at source (€3,000 @20%) = |
(€600) |
|
Cost of medical insurance cover after tax relief at source: |
€2,800 |
This family will pay an additional €80 towards their medical insurance cover as a result of Budget 2014.
Example 3
Gerry and Clare are married with two children. Paul and Laurna who are aged 5 and 7 years. They have medical insurance cover and pay gross premiums of €6,000 in 2013 and 2014 before tax relief at source is applied. The breakdown of the medical insurance premiums is as follows: €2,000 per adult and €1,000 per child = €6,000 total medical insurance cost before tax relief at source is applied.
|
2013 |
€ |
|
Cost of medical insurance cover: |
€6,000 |
|
Less tax relief at source (€6,000@20%) = |
(€1,200) |
|
Cost of medical insurance cover after tax relief at source: |
€4,800 |
|
2014 |
€ |
|
Cost of medical insurance cover: |
€6,000 |
|
Less tax relief at source (€3,000 @20%) = |
(€600) |
|
Cost of medical insurance cover after tax relief at source: |
€5,400 |
This family will pay an additional €600 towards their medical insurance cover as a result of Budget 2014.
168. Deputy Michael Healy-Rae asked the Minister for Education and Skills the reason special needs assistance has been capped (details supplied); and if he will make a statement on the matter. [44461/13]
View answerI wish to firstly advise the Deputy that the level of resources being devoted to supporting children with Special Educational Needs has been maintained at €1.3 billion this year. This includes provision for 10,575 Special Needs Assistants (SNAs) for allocation in the 2013/14 school year. The Deputy will be aware that the previous Government, as part of the Programme for National Recovery, introduced a cap on the number of Special Needs Assistants. This figure was set at 10,575 posts and has remained in place since the 2011/12 school year. The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports including Special Needs Assistant (SNA) support, to support children with special educational needs. The NCSE operates within my Department's established criteria for the allocation of such supports and the staffing resources available to my Department. The NCSE has notified schools of their SNA allocation for 2013/14, based on the number of valid applications received and the extent of the care needs of qualifying children. It is important to note that the level of SNAs required to support children with special educational needs changes from year to year in line with the enrolment of different children with different care needs. The care needs of individual children can also change from year to year. The NCSE takes these factors into account when allocating SNAs to schools. To date the NCSE has allocated 10,490 WTE SNA posts to schools. Every child who meets the criteria for access to SNA support in the current school year is in receipt of this support. The remaining 85 posts are available for allocation throughout the school year for new assessments of disability, new entrants, or emergency or late applications, in accordance with the terms of the SNA scheme. Based on discussions with the NCSE, it may be the case that additional SNA posts above the figure of 10,575, may be required to respond to need for the current school year. This issue will be dealt with if and when it arises. The NCSE is still processing SNA applications for the current school year. Schools can contact the NCSE if they have enrolled children who were not considered at the time that the SNA allocations were made, or where they are seeking a revision to the quantum of SNA support which has been allocated to them for the current school year. In general, a revision to SNA allocations will only be made in circumstances where schools have enrolled new pupils, or where schools can demonstrate that they do not have sufficient SNA posts to cater for the care needs of all of the qualifying children in their school. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
169. Deputy Stephen S. Donnelly asked the Minister for Education and Skills further to Parliamentary Questions Nos. 1695, 1696 and 1697 of 18 September 2013 regarding the school transport scheme, the reason for the statement that the scheme operates on a cost recovery basis and Bus Éireann does not make a profit in the scheme in any commercial sense; if he is implying that Bus Éireann makes non-commercial profits of some kind on the scheme; and if he will make a statement on the matter. [44896/13]
View answerThe arrangements under which the school transport scheme operates are set out in a document of 1975 which provides the basis for payment to Bus Éireann. Bus Éireann has confirmed that it does not make a profit from the school transport scheme.
170. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the annual cost to Bus Éireann to operate the school transport scheme since 2005; the amount paid to it annually for the running of the scheme since 2005; and if he will make a statement on the matter. [44897/13]
View answerThe school transport scheme is operated on a cost recovery basis under 1975 arrangements which set out the basis of payment to Bus Éireann. The following table shows total net amount charged to the Department by Bus Éireann for the operation of the scheme, as set out in Bus Éireann's audited accounts for the years 2005 to 2012.
|
Year |
Cost |
|
2012 |
€149.5 million |
|
2011 |
€151.8 million |
|
2010 |
€154.0 million |
|
2009 |
€159.4 million |
|
2008 |
€162.0 million |
|
2007 |
€146.2 million |
|
2006 |
€128.1 million |
|
2005 |
€106.0 million |
171. Deputy Pat Breen asked the Minister for Education and Skills if he will provide an update on the status of a school (details supplied) in County Clare; and if he will make a statement on the matter. [44127/13]
View answerAs the Deputy is aware, a process is in place under which the issue of permanent recognition for the school referred to is being assessed. This process is based on the school's progress in fulfilling the undertakings supplied by the school patrons to meet permanent recognition criteria in accordance with the requirements of the Education Act 1998 and the Rules for National Schools. All recognised schools, regardless of their philosophy, are required to comply with the Education Act 1998 and the Rules for National Schools. Officials from my Department met with the school concerned in September 2012 at which it was agreed that a number of issues had to be addressed by the school so as to satisfy the Department's requirements for permanent recognition. Both the Department and school concerned have committed to ongoing engagement, and the Department's inspectorate agreed to provide a number of advisory/support visits to the school to assist them in making progress to fulfil the requirements. The first set of the advisory visits occurred in the last academic year and further visits are scheduled. It was also agreed that the school would have their period of provisional recognition extended by three years to allow them adequate time to reach the requirements. This extension will not impede the school receiving permanent recognition in the interim if the criteria for recognition are met.
172. Deputy Noel Coonan asked the Minister for Education and Skills the position regarding a building project for a school (details supplied) in County Tipperary; the timeframe for completion of works; if funding will be made available for the project; and if he will make a statement on the matter. [44139/13]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2b - Detailed Design. This stage includes the applications for Planning Permission, Fire Safety Certificate, Disability Access Certificate and the preparation of tender documents. It is not possible to progress all projects within the Department's building programme to construction concurrently due to competing demands on the Department's capital budget. However, school building projects, including the project referred to by the Deputy, which have not been included in the five year construction programme, but which were previously initiated, will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
173. Deputy Brendan Griffin asked the Minister for Education and Skills if a person (details supplied) in County Kerry will be permitted to apply for a student grant as an independent applicant; and if he will make a statement on the matter. [44157/13]
View answerFor student grants purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students. A student may be assessed as an independent mature student if he/she has attained the age of 23 on the 1st of January of the year of first entry to an approved post leaving certificate course or an approved higher education course or of re-entry following a break in studies of at least three years. To be assessed as independent mature, such student must not be ordinarily resident with his/her parents from October of the year before the first point of entry to an approved post leaving certificate course or an approved higher education course or re-entry to an approved course. Otherwise he/she would continue to be assessed on the basis of his/her parents' income. There are no plans at present to change the current arrangements.
174. Deputy Brendan Griffin asked the Minister for Education and Skills the timeline on projects (details supplied) in County Kerry; and if he will make a statement on the matter. [44169/13]
View answerThe first two school projects referred to by the Deputy are scheduled for delivery during 2014/2015 as announced under the Five Year Plan and have been devolved to the National Development Finance Agency (NDFA) for delivery. The NDFA and its Design Team have secured planning permission for both of these schools and have recently advanced both projects to tender stage. The third project referred to by the Deputy has been scheduled to commence construction in 2015/16 as announced under the Five Year Plan. It has reached an advanced stage of architectural planning - Stage 2b, which includes securing Planning Permission, Fire Safety Certificate, Disability Access Certificate and the preparation of tender documents. The application for planning permission has been submitted.
175. Deputy Terence Flanagan asked the Minister for Education and Skills the position regarding school prefabs in respect of a school (details supplied) in Dublin 3; and if he will make a statement on the matter. [44176/13]
View answerThe major building project for the school referred to by the Deputy is at an early stage of architectural planning, stage 2a, detailed design. On the satisfactory completion of stage 2a, and subject to no other issues arising, the project will progress to Stage 2(b) which includes applications for Planning Permission, Fire Safety Certification, Disability Access Certification and the preparation of tender documents. Due to competing demands on the Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme announced in March 2012. School building projects, including the project referred to by the Deputy, which were previously initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
176. Deputy John Lyons asked the Minister for Education and Skills if annual audits are carried out on the annual reports completed by the Teaching Council; the conferences and seminars that have been organised by the Teaching Council in the past two years; the number of publications and articles published by the Teaching Council in the past two years; and if he will make a statement on the matter. [44181/13]
View answerThe Teaching Council's financial statements for each year end (31 December) are audited by Anne Brady McQuillans DFK Chartered Accountants. The auditor is appointed by the Minister for Education and Skills under Section 18 of the Teaching Council Act 2012. Once approved, the financial statements are published on www.teachingcouncil.ie and in the Council's annual report which covers the period 27 March – 28 March. The annual report and accounts are laid in the Houses of the Oireachtas.
The Council's broad role in both regulating and promoting the profession of teaching means that it engages in a wide range of public activities and publication on an ongoing basis. I am informed that, including stakeholder consultation events, in 2012 and 2013 respectively, the Council held 3 and 19 conferences and seminars. Notably, in 2013, the Council hosted a conference on the identity of teacher educators as part of Ireland's EU Presidency and for international teachers' day on 5 October, the Council hosted Féilte, a celebratory showcase of teaching. In 2012 and to date in 2013 the Council has published a number of significant publications such as its Registration Handbook, a Revised Code of Professional Conduct for Teachers and its Annual Report. It has also disseminated a variety of information via its e-zine, twitter feed and video articles on its website. In both years the Council has also submitted numerous articles or interviews for publication in a wide range of external fora such as union, management body and education sector magazines, public sector newsletters, national and local newspapers, and academic conferences.
177. Deputy Pat Deering asked the Minister for Education and Skills the reason the word "allegedly" or a word with a similar meaning was not used in the templates for the anti-bullying procedures for primary and post-primary schools in circular 0045/2013 and if the principle of being innocent until proven guilty has been ignored when drawing up this circular and associated templates; if schools have any options to modify template 1 and include words such as "allegedly" or "inappropriate behaviour"; if he will indicate the person involved in drawing up this particular circular; and if he will consider withdrawing this circular pending wider consultation and alternative wording. [44199/13]
View answerI was very pleased to recently publish new anti-bullying procedures for all primary and post primary schools. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils. They include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
Under the new procedures for schools, it is made clear that the primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved rather than an approach based on apportioning blame. The procedures provide that in investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved.
The recording template to which the Deputy refers applies to cases where the relevant teacher has determined that bullying behaviour occurred and where the teacher concerned considers that it has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred. The procedures provide that in determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement take the following factors into account::
- Whether the bullying behaviour has ceased;
- Whether any issues between the parties have been resolved as far as is practicable;
- Whether the relationships between the parties have been restored as far as is practicable; and
- Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal
Importantly, these procedures have been developed with the input and consensus of the relevant education partners and thereby give a real opportunity to reinvigorate and strengthen our approach to preventing and tackling bullying in schools. Bullying can have a devastating effect on our children and young people and the publication of these procedures is one more step towards putting an end to it.
178. Deputy Michael Lowry asked the Minister for Education and Skills if his attention has been drawn to an overcrowding issue in a school (details supplied) in County Tipperary; the steps being taken by his Department to tackle this issue; if he will provide an update on the status of an application for funding for a new building submitted by this school; if he will provide assurance that funding will be provided to assist this school; and if he will make a statement on the matter. [44219/13]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2b - Detailed Design. This stage includes the applications for Planning Permission, Fire Safety Certificate, Disability Access Certificate and the preparation of tender documents. Due to competing demands on the Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme announced in March 2012. School building projects, including the project referred to by the Deputy, which were previously initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
179. Deputy Jonathan O'Brien asked the Minister for Education and Skills if his attention has been drawn to the case of a person (details supplied) in County Cork whose parents have applied for a place for them in Scoil Aislinn on Boreenmanna Road, Cork, as it is the only school that would be able to deal with their needs; if his attention has been drawn to the fact that they are currently in SOLAS in Carrigaline which they are due to finish in June of this year and they cannot attend another special needs school because they do not have a learning disability; if he will ensure that this person gets a place in Scoil Aislinn school in September; and if he will make a statement on the matter. [44263/13]
View answerThe child referred to by the Deputy is currently enrolled in a special school and it is understood that the child is due to transition at the end of the current school year. The Deputy will be aware that one of the functions of the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is to provide support to schools, and parents/guardians of children with special educational needs. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie. The role of the SENO in planning for the transition of children from one stage of schooling to another can include the provision of information to parents and or liaising between schools and parents. The NEPS psychologists can also be involved in supporting the transition of pupils with complex special needs. Information including general principles for planning for transitioning are also available on the NCSE website.
The following information was provided under Standing Order 40A
The child to whom you referred has a diagnosis of autism and is currently enrolled in Sonas Special School, Carrigaline, Co. Cork, which is an early intervention school for children with autism catering for children between 3 and 6 years of age.
You queried if I could ensure that this child would get a place in Scoil Aislinn Special School in Cork in September 2014 when she is due to transition from her current school placement.
I wish to advise you that the enrolment of a child in a school is a matter in the first instance for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools. Where a school refuses to enrol a pupil, a parent may appeal the refusal to enrol under Section 29 of the Education Act, 1998. In such cases the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to the Secretary General of my Department. Where an appeal under Section 29 is upheld, the Secretary General of my Department may direct a school to enrol a pupil.
My Department provides for a range of placement options and supports for schools which have enrolled pupils with special educational needs in order to ensure that, wherever a child is enrolled, s/he will have access to an appropriate education.
Central to the Departmentâs approach is the aim that all children with special needs including those with autism should be provided with a school based provision through a mainstream class placement with supports, a special class placement or a placement in a special school which caters for children with autism.
You will be aware that children with autism present with a wide range of needs. Some children are capable of being fully integrated into mainstream schools without additional teaching or care supports. Others are able to attend mainstream schools but need additional teaching and/or care assistance. Many are best enrolled in autism-specific classes or special schools where more intensive and supportive interventions are required. Some may move from one setting to another as they get older and differing needs/strengths/abilities emerge. The National Council for Special Education (NCSE) is responsible for assisting parents to identify appropriate educational placements for children with special educational needs. Parents may contact their local SENO directly to discuss their child's special educational needs and to seek assistance in identifying placement options, using the contact details available on www.ncse.ie. In addition to the NCSE, the National Educational Welfare Board (NEWB) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The NEWB will try to help parents to find a school placement if their child has been unable to secure a school placement to date. The NEWB can be contacted at National Educational Welfare Board, National Headquarters, 16-22 Green Street, Dublin 7 or by telephone at 01-8738700.
180. Deputy Shane Ross asked the Minister for Education and Skills his plans to initiate a student loan scheme for those third level students who do not qualify for a maintenance grant but who take out loans to fund their studies, in order to ensure that these students' educations are not put in jeopardy by inflexible loan terms; and if he will make a statement on the matter. [44284/13]
View answerThe question of introducing fees allied to an income contingent loan scheme has been identified previously, including in the Hunt report, as a means of addressing future funding issues in the sector while retaining free access at the point of entry. A technical report on options for the development of such a scheme was developed by my Department in 2009 and is published on my Department's website. As the Deputy may be aware, the Higher Education Authority (HEA) is undertaking a study on the sustainability of the current funding system for higher education. This study was initiated at my request and an initial report has been published. This report makes it clear that immediate work is required to prepare for a longer term approach to a system that can be maintained through a sustainable funding base which will be able to address the continual expansion of the sector while protecting the quality of education. The HEA is continuing its work in this area and I will be advised further as this work progresses. The report will help inform decision-making as to the future funding of the sector.
181. Deputy Eoghan Murphy asked the Minister for Education and Skills if he has any information on a capitation grant in respect of a school (details supplied) in Dublin 4. [44346/13]
View answerI understand that the question refers to the Minor Works Grant. When the Minor Works Grant last issued in November 2011 for the school year 2011/2012, I stated that given the need to focus on meeting the demand for additional school places, it was unlikely that funding would be available for the Minor Works Grant in the coming years. This is borne out by the fact that in 2012, 85% of the capital expenditure in the school sector was in respect of large scale projects, additional accommodation and prefab replacement. The balance was expended on site acquisition, emergency works, furniture and equipment provision and commitments arising from earlier years. The capital allocation available for the school sector in 2013 is expected to have a similar spend pattern as was the case in 2012.
