Tuesday, 22 Oct 2013

Written Answers Nos. 182 to 199, inclusive

Special Educational Needs Staffing

Questions (182, 183)

Clare Daly

Question:

182. Deputy Clare Daly asked the Minister for Education and Skills the reason a benchmark of 32 hours exists for special needs assistants when the school working week is 28 hours 20 minutes. [44348/13]

Clare Daly

Question:

183. Deputy Clare Daly asked the Minister for Education and Skills if the benchmark of 32 hours used for allocating a full special needs assistant post is reflective of the working week for the majority of primary schools. [44349/13]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 182 and 183 together.

Firstly, I would point out that the allocation of SNA resources is not a matter for this Department but is instead an independent function carried out by the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), who are responsible for processing applications from primary and post primary schools for special educational needs supports including resource teaching and SNA support as well as the establishment of special classes in various geographical areas as required. The number of SNAs employed in a school depends on the allocation given to the school by the NCSE, based on its assessment of the special educational needs of pupils in the school. If you require further information regarding the allocation of SNA resources to schools then your query should more appropriately be directed to the NCSE. In relation to your question regarding working hours for SNAs the position regarding the working hours of full-time SNAs is as outlined in the standard SNA contract of employment, which was agreed by this Department, the Trade Unions (IMPACT and SIPTU) representing SNAs and the Management Bodies in 2005. In that context, the standard SNA contract has been designed to be flexible to cater for the different spectrum of working hours across all the various schools including primary, post-primary and special schools. No set hours were agreed but instead full-time SNAs are expected to work for the normal school hours in the school that they are working in, and in addition to be available for a period of time before and after school in order to help with reception and dispersal of children and preparation and tidying up of classrooms etc. These times are set locally by the school management and will vary from school to school depending on the requirements of the school. In addition, all SNAs were required to be available for a number of days at the start and finish of each school term not exceeding 12 in total. Under the Croke Park Agreement it was agreed to introduce greater flexibility to the use of these 12 days. These 12 days now equate to 72 hours (pro-rata for part-time SNAs) to be used by schools as an additional bank of hours to be utilised and delivered outside of normal school opening hours and/or the normal school year. SNAs who are employed in a part-time capacity are paid a pro-rata amount dependent upon their level of hours of employment. Part-time SNAs are paid on the agreed divisor rate for pay purposes for part-time SNAs which is 32 hours. Furthermore, the issue of appropriate working hours for all public servants was one of the key aspects of the set of proposals for a public service agreement which were put forward by the Labour Relations Commission and which now form the Public Service Stability Agreement 2013-2016 (the Haddington Road Agreement). The specific text of the Haddington Road Agreement relating to working hours for SNAs is as follows:"Under the terms of the Public Service Agreement 2010-2014, discussions took place that led to agreement on changed attendance arrangements for Special Needs Assistants (SNAs) that give schools the option of an additional two hours working time per week from each Special Needs Assistant. Under the terms of this Agreement on increased working hours in the Public Service, the available requirements in schools for additional hours for SNAs is quite limited. Given issues such as the duration of the school day and operation hours, and the specific availability of individual SNAs the details of the utilisation of any additional requirements should be the subject of further discussions. These new attendance arrangements, allied to the provisions outlined in the above paragraph should be the subject of a review by the LRC in advance of the 2013/2014 school year, involving the Department of Education and Skills and IMPACT/SIPTU, in order to assess if the additional hours are being utilised in the most effective and appropriate manner and in order to achieve agreement on any changes deemed necessary in terms of the arrangement agreed for teachers. This will constitute the liability on Special Needs Assistants in respect of working hours for the purposes of this extension to the Public Service Agreement."

Special Educational Needs Policy

Questions (184)

Nicky McFadden

Question:

184. Deputy Nicky McFadden asked the Minister for Education and Skills if a clear definition exists to describe the role and responsibilities of special needs assistants; if this definition is clearly articulated to principals, teachers, parents and SNAs; how SNA support is managed within schools in order to ensure the best possible support and outcomes for students; and if he will make a statement on the matter. [44360/13]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including the allocation of Special Needs Assistants (SNAs) to schools. SNAs are allocated to schools in order to provide for the care needs of children with special educational needs attending such schools. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department. The policy of my Department in relation to the SNA scheme is set out in Circular 07/02, which also provides details regarding the role and duties of an SNA. Circular 071/2011 provides additional details in respect of the duties of an SNA and makes clear the fact that SNA duties are assigned at the discretion of the Principal. I can also advise the Deputy that the National Council for Special Education (NCSE) has also published an Information Booklet for Parents in relation to Children with Special Educational Needs, which provides information for parents in relation to the SNA scheme. The NCSE allocates a quantum of SNA support for each school annually taking into account the assessed care needs of children qualifying for SNA support each year. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. My Department has also published a Value for Money (VFM) and Policy Analysis Review of the Special Needs Assistant scheme. This review is available on my Department's website: www.education.gov.ie. The Review has shown that the SNA Scheme has been successful in supporting schools in meeting the needs of students with disabilities who also have significant care needs. However, the review also found that the allocation process and the purpose of the scheme is not always fully understood. The review recommended that the SNA scheme should be restated to ensure an efficient allocation of SNA resources and to clarify the 'care' nature of the SNA role for parents, schools and professionals. The National Council for Special Education recently published its report on Supporting Students with Special Educational Needs in Schools, which also recommended that my Department should clarify the role of the SNA, as recommended in the VFM report. It is my intention that a new Circular will be issued to schools in the near future which will provide further clarification for schools and parents with regard to the role of the SNA and the purpose of the SNA scheme.

Health Education

Questions (185)

Charlie McConalogue

Question:

185. Deputy Charlie McConalogue asked the Minister for Education and Skills the different educational programmes currently operating within the primary and secondary systems which are focused on educating children on the dangers of smoking; if he will provide a breakdown of the number of hours of such training that students receive throughout their educational careers; and if he will make a statement on the matter. [44363/13]

Written answers

Minister for Education and Skills

Social, Personal and Health Education (SPHE) is currently a compulsory subject in primary schools and at Junior Cycle in post primary schools. The SPHE curricula aim to foster self-worth, self -confidence and respectful relationships and place a particular emphasis on developing a sense of personal responsibility for one's own behaviour, feelings and actions. The issue of smoking is addressed in the 'Personal Safety' strand of SPHE, in the context of equipping students with the skills to recognise and withstand inappropriate peer pressure and to identify the dangers of substance abuse. For example, SPHE students at Junior Cycle explore the health and social implications of smoking and identify some of the reasons why young people smoke. Students are also helped to identify ways in which smoking can be avoided. Enabling students to make informed decisions and choices is an inherent aim in the teaching and learning within SPHE. SPHE is delivered for 30 minutes per week at primary level, and for approximately 66 hours during the three years of junior cycle. The approach to SPHE is changing at Junior Cycle. As part of the reform of the Junior Cycle that was announced by the Minister of Education and Skills in October 2012, the key objectives of SPHE are now reflected in a number of 'Principles', 'Statements of Learning', and skills that underpin the new Junior Cycle Framework. As part of the new 'Well-being' principle, the student experience will "contribute to their physical, mental, emotional and social wellbeing and resilience. Learning takes place in a climate focussed on collective well-being of school, community and society". Under the new Junior Cycle Framework, pupils will be provided with opportunities to acquire the relevant skills of 'Managing Myself', 'Staying well', and 'Communicating'. Together the development of these skills will enable pupils to address the challenges they face and adapt their skills to different contexts, leading to their positive well-being. As part of the new Junior Cycle Framework, the NCCA is currently developing a new short course in SPHE. The SPHE short course may be delivered for certification purposes and will involve an increase in the time allocation for SPHE at Junior Cycle up to 100 hours over the three years. This short course is currently open for public consultation. The consultation process will close at the end of November. The new short course will be available to schools from September 2014. Schools will then have the option to implement the new SPHE short course, or to continue to use existing courses or to adopt an alternative approach to meeting their requirements in this area.

School Transport Eligibility

Questions (186)

Brendan Griffin

Question:

186. Deputy Brendan Griffin asked the Minister for Education and Skills if a transport grant will be provided to a person (details supplied) in County Kerry; and if he will make a statement on the matter. [44375/13]

Written answers

Minister of State at the Department of Education and Skills

The person referred to by the Deputy, in the details supplied, is approaching his 20th birthday and is attending a facility for adults with disabilities. He is not attending a recognised school and, accordingly, does not meet the eligibility criteria for receipt of a school transport service or grant under the terms of my Department's School Transport Scheme.

School Transport Eligibility

Questions (187)

Brendan Griffin

Question:

187. Deputy Brendan Griffin asked the Minister for Education and Skills if additional provision will be made for wear and tear of a vehicle under the school transport scheme in respect of parents who have to travel in excess of 250 km per day; and if he will make a statement on the matter. [44385/13]

Written answers

Minister of State at the Department of Education and Skills

Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs a Special Transport Grant (STG) towards the cost of private transport arrangements may be provided at the discretion of the Department in situations where:- Bus Éireann is not in a position to provide a transport service;- a child's age, behavioural difficulties or medical needs are such as to make the provision of a transport service impracticable;- an escort is considered necessary and the provision of such support is not feasible;- the cost of establishing/maintaining a service is considered prohibitive. The rate of grant payable is based on Civil Service motor travel rates and is currently 39.12 cent per kilometre for the first 6,437 kilometres and 21.22 cent per kilometre on all mileage thereafter. The grant for a 250 kilometre journey works out at €97.80 per day reducing to €53.05 per day after the first 6,437 kilometres. It is considered that this level of grant represents a reasonable contribution to parents who are transporting their children to and from school.

Student Grant Scheme Payments

Questions (188)

Brian Stanley

Question:

188. Deputy Brian Stanley asked the Minister for Education and Skills when Student Universal Support Ireland will pay the grant in respect of a person (details supplied). [44389/13]

Written answers

Minister for Education and Skills

Officials in my Department have confirmed with Student Universal Support Ireland that in the case of the student referred to by the Deputy a payment of €2,000 postgraduate fee contribution will be made to the student's institution on 25th October 2013.

Student Grant Scheme Applications

Questions (189)

Tom Fleming

Question:

189. Deputy Tom Fleming asked the Minister for Education and Skills if he will expedite a student grant application in respect of a person (details supplied) in County Kerry; and if he will make a statement on the matter. [44391/13]

Written answers

Minister for Education and Skills

Officials in my Department have confirmed with Student Universal Support Ireland that a letter issued to the student referred to by the Deputy on 10th October 2013 requesting further documentation in support of his application. The application will be reviewed on receipt of this documentation.

Schools Building Projects Status

Questions (190)

Patrick Nulty

Question:

190. Deputy Patrick Nulty asked the Minister for Education and Skills if the provision of a school extension (details supplied) in Dublin 15 will be expedited; when construction will commence; and if he will make a statement on the matter. [44398/13]

Written answers

Minister for Education and Skills

The major building project for the school referred to by the Deputy is at an early stage of architectural planning, stage 2(a) - detailed design. 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.

Third Level Fees

Questions (191)

Billy Timmins

Question:

191. Deputy Billy Timmins asked the Minister for Education and Skills the position regarding Irish citizens who have worked abroad in Canada, Australia or other countries outside the EU for four years and now want to return to Ireland to take up a place in a third level college to further their education in an effort to obtain employment here, but have been informed that they will have to pay fees similar to non-EU applicants; in view of the hardship this will cause for returning Irish citizens, if same will be reversed; and if he will make a statement on the matter. [44408/13]

Written answers

Minister for Education and Skills

Under the terms of my Department's Free Fee Schemes the Exchequer meets the cost of tuition fees in respect of eligible students who are pursuing their first undergraduate courses of study which are full-time and are a minimum of two years duration in an approved higher education institution. The main conditions of the scheme are that students must hold inter alia EU/EEA/Swiss nationality in their own right, and have been ordinarily resident in an EU/EEA/Swiss state for at least three of the five years preceding their entry to an approved third level course. Students must meet both the nationality and residency criterion in order to be considered under the scheme. Where students do not qualify for free fees they must pay the appropriate fee as determined by their third level institution. The institutions are autonomous institutions and the level of fee payable by students who do not meet the requirements of the free fees schemes is a matter for the relevant institution. However, I recently requested that the Higher Education Authority establish and report on the practices currently operated by individual institutions in charging different rates of fees so as to ensure a common approach across the sector and that all prospective students have clarity about the level of tuition fees they may be required to pay. Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from the Revenue Commissioners.

Special Educational Needs Services Provision

Questions (192)

Dara Murphy

Question:

192. Deputy Dara Murphy asked the Minister for Education and Skills when special needs assistant positions and resource hours will be decided in respect of a school (details supplied); and if he will make a statement on the matter. [44419/13]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including the allocation of resource teaching support and Special Needs Assistants (SNAs) to schools. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department. All schools were advised to apply to the NCSE for resource teaching and SNA support for the 2013/14 school year by 15th March, 2013. The NCSE published details of all of their allocations for resource teaching and SNA support for the 2013/2014 school year in June. These details are now available on the NCSE website, www.ncse.ie, and detail the allocations made for each school on a per county basis. The NCSE subsequently requested all schools to submit outstanding applications for resource teaching and SNA support to the NCSE by 20th September, 2013. These applications are being processed by the NCSE. The NCSE intend to notify schools of any revised resource teaching allocations this week, where schools have submitted valid applications for resource teaching support. Applications for a revision to the quantum of SNA support which has been allocated to schools will be considered 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. Schools will be notified of any adjustments to the SNA allocations by the NCSE in this regard. 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.

School Transport Inspections

Questions (193, 194)

Patrick O'Donovan

Question:

193. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will provide details by county of the number of on-site inspections of private bus operators participating in the school transport scheme by officials of his Department and officials of Bus Éireann in 2011, 2012 and to date in 2013 on buses used to transport children to and from school; and if he will make a statement on the matter. [44449/13]

Patrick O'Donovan

Question:

194. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will provide details by county of the number of on-site inspections of Bus Éireann facilities operating the school transport scheme by officials of his Department and officials of Bus Éireann in 2011, 2012 and to date in 2013 on buses used to transport children to and from school; and if he will make a statement on the matter. [44450/13]

Written answers

Minister of State at the Department of Education and Skills

I propose to take Questions Nos. 193 and 194 together. The inspections referred to in the questions are an operational matter for Bus Éireann. I have requested that Bus Éireann forward the information directly to the Deputy.

School Staffing Appeals Mechanism

Questions (195)

Finian McGrath

Question:

195. Deputy Finian McGrath asked the Minister for Education and Skills the position regarding a school in County Galway losing a teacher (details supplied). [44520/13]

Written answers

Minister for Education and Skills

The criteria used for the allocation of teaching posts to schools, which are available on the Department website, include the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria, including developing grounds, to an independent Appeals Board. The criteria for the allocation of a developing school post for the 2013/14 school year are set out in the staffing schedule, Circular 0013/2013. Schools that meet the criteria may receive sanction for additional post(s) pending the confirmation of the valid enrolment on 30th September 2013. Valid enrolments are only those pupils that are enrolled at 30 September 2013 and who are expected at that stage to continue to be enrolled in the school for the duration of the school year. If there are any short-term enrolments in the school (including pupils from another country that are temporarily enrolled to help improve their standard of English) these pupils cannot be included in the enrolment return from the school. The roll-over of these short-term enrolments with other pupils does not qualify as valid enrolments. The school referred to by the Deputy applied for and received provisional sanction for one additional classroom post on developing school grounds. The projected enrolment was not met at 30th September 2013 and the school has been notified that the post will be suppressed with effect from 25th October 2013. The school has submitted an appeal to the Primary Staffing Appeals Board. The appeal will be considered at the next meeting of the Primary Staffing Appeals Board which will take place on 22 October and the school will be notified accordingly. The Appeal Board operates independently of the Department and its decision is final.

Schools Building Projects Expenditure

Questions (196)

Pat Deering

Question:

196. Deputy Pat Deering asked the Minister for Education and Skills the total amount of money allocated and the total amount drawn down for prefab replacements, new build, and upgrade, refurbishment and extension to Carlow schools, both primary and post-primary, on a school-by-school basis for 2011, 2012 and to date in 2013. [44564/13]

Written answers

Minister for Education and Skills

I propose in the answer to indicate the level of funding provided by my Department to all schools in County Carlow for the years 2011, 2012 and to date in 2013 under the categories Large Scale projects, Additional Accommodation projects and Prefab Replacement Initiative projects.PRIMARY2011 Large Scale Projects - €3.979m

2011 Additional Accommodation Projects - €0.812m

2011 Prefab Replacement Initiative Projects - €0m

2012 Large Scale Projects - €5.690m

2012 Additional Accommodation Projects - €1.323m

2012 Prefab Replacement Initiative Projects - €0.115m

2013 (to date) Large Scale Projects - €4.565m 2013 (to date) Additional Accommodation Projects - €0.815m

2013 (to date) Prefab Replacement Initiative Projects - €0.252m

POST-PRIMARY2011 Large Scale Projects - €0.026m

2011 Additional Accommodation Projects - €0.070m

2011 Prefab Replacement Initiative Projects - €0m

2012 Large Scale Projects - €0.004m

2012 Additional Accommodation Projects - €0.014m

2012 Prefab Replacement Initiative Projects - €0.739m

2013 (to date) Large Scale Projects - €0.298m 2013 (to date) Additional Accommodation Projects - €0.036m

2013 (to date) Prefab Replacement Initiative Projects - €0.317m

Autism Support Services

Questions (197)

Tom Fleming

Question:

197. Deputy Tom Fleming asked the Minister for Education and Skills the level of autism supports available to children with special needs in post-primary schools in County Kerry; and if he will make a statement on the matter. [44636/13]

Written answers

Minister for Education and Skills

My Department's policy is focused on ensuring that all children, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network. The policy is to provide for children with special educational needs, including autism, to be included in mainstream schools unless such a placement would not be in their best interests or the interests of the children with whom they are to be educated. Some children may be supported in a special class attached to a mainstream school. These students have the option, where appropriate, of full/partial integration and interaction with other pupils. Other children may have such complex needs that they are best placed in a special school.

The establishment of a network of autism-specific special classes in schools across the country has been a key educational priority in recent years. The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.

Details of the special classes for children with autism, including details of special classes for children with autism in the Kerry area, are available on the NCSE website www.ncse.ie. The contact information details for individual schools is available on the Department's website http://www.education.ie/en/find-a-school.

Teachers' Allowances

Questions (198)

Niall Collins

Question:

198. Deputy Niall Collins asked the Minister for Education and Skills the number of teachers who were paid an allowance for a post of responsibility at the level of special duties or B post and assistant principal A post in 2008; the number of teachers currently in receipt of these allowances; and the amount that has been saved by his Department in the past four years as a result of the reduction. [44668/13]

Written answers

Minister for Education and Skills

I will arrange for the information requested by the Deputy to be forwarded directly to him.

School Enrolments

Questions (199)

Charlie McConalogue

Question:

199. Deputy Charlie McConalogue asked the Minister for Education and Skills if his Department has carried out an assessment on the existing schools in a catchment area in County Dublin (details supplied) in advance of granting funding for a new school building; and if he will make a statement on the matter. [44686/13]

Written answers

Minister for Education and Skills

As a matter of course, existing school capacities in a post-primary feeder area and adjoining feeder areas are examined when the need for additional school places is being assessed. Enrolment for the post-primary feeder area to which the Deputy refers is projected to grow to approximately 4,981 pupils by 2023. This is some 2,357 extra pupils over and above the numbers currently enrolled in post-primary schools in the area. Part of the Department's strategy to meet the need for these extra places is the provision of a new school. It is envisaged that existing post-primary schools will assist in addressing the remaining shortfall.