Written Answers Nos. 515 - 530
515. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has received submissions from the authorities at a school (details supplied) in County Kildare; the extent of the extra facilities sought; if she expects to be in a position to meet such requirements at an early date; and if she will make a statement on the matter. [9297/15]
View answerI can confirm to the Deputy that the school to which he refers has applied to my Department for large scale capital funding for the replacement of a school gymnasium with a new facility. As the Deputy will be aware, the school's request must be considered in the context of the financial constraints imposed by the need, as outlined in my Department's Five Year Capital investment programme, to prioritise available funding for the provision of essential school classroom accommodation to meet demographic demand. In this context, it is not possible to indicate at this point when a building project for the school in question will be progressed. The current status of all schools on the school building programme may be viewed on my Department's website at www.education.ie.
516. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she continues to monitor issues arising from difficulties experienced by parents in obtaining school places at primary and secondary level; the extent to which this issue has arisen over previous years; and if she will make a statement on the matter. [9298/15]
View answerIt is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants. This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-8738700. For school planning purposes the country is divided into geographic districts known as feeder areas each with several primary schools feeding into a post-primary centre with one or more post-primary schools. These defined districts facilitate the orderly planning of school provision and accommodation needs. It is open to schools to submit applications for funding under the Additional Accommodation Scheme to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed. The Deputy will be aware that Government gave approval in March last year for drafting the Education (Admission to Schools) Bill 2014. The Bill is currently at an advanced stage of drafting and is on the Government legislative programme for publication early in the Spring/Summer session. The objective of the Admissions to School Bill is to provide an over-arching framework to ensure that how schools decide on who is enrolled and who is refused a place in schools is more structured, fair and transparent. The framework proposes new powers for the National Council for Special Education (NCSE) and the Child and Family Agency to designate a school place for those children who cannot get any school place.
517. Deputy Bernard J. Durkan asked the Minister for Education and Skills the total number of children at primary and second level currently accommodated in prefabricated or other forms of temporary buildings; and if she will make a statement on the matter. [9299/15]
View answer521. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she expects to be in a position to replace any remaining temporary classrooms with permanent structures, in respect of primary and secondary level schools throughout County Kildare, notwithstanding the progress to date in this regard; and if she will make a statement on the matter. [9303/15]
View answerI propose to take Questions Nos. 517 and 521 together. My Department's over-riding objective is to ensure that every child has access to a physical school place and that our school system is in a position to cope with increasing pupil numbers. To ensure that this is achieved, the delivery of major school projects to meet significant demographic demands nationally will be the main focus for capital investment in schools in the coming years. However, even despite the enormous financial challenges which have been faced in recent years, two iterations of the Prefab Replacement Scheme were funded by my predecessor. Under the Prefab Replacement Initiative 2012 and 2013 approval was given to 217 schools (209 primary and 8 post-primary) to replace 614 prefab units with permanent accommodation. In excess of €57 million has been allocated to these initiatives. In addition to the prefab replacement initiatives as part of my Department's large scale school building programme, prefab accommodation continues to be replaced with permanent structures on an on-going basis. My Department does not hold information on the numbers of pupils in individual schools who currently occupy temporary accommodation; this depends on the organisation of class groups by schools within available accommodation and may vary from year to year.
518. Deputy Bernard J. Durkan asked the Minister for Education and Skills the progress in respect of the provision of a gaelcholáiste in north Kildare, the requirement for which has been set out by local support groups; and if she will make a statement on the matter. [9300/15]
View answerMy Department is currently examining the extent and location of additional post-primary places that will be needed on a nationwide basis from 2017 onwards. This will include an examination of the north Kildare area. A submission recently received from An Foras Patrúntáchta in relation to all-Irish provision in north Kildare will be taken into consideration as part of this examination. In the meantime, my Department has clearly indicated that it is open to the idea of the establishment of an independent Gaelchólásite for the north Kildare area. My Department has already committed to consider this if sufficient and viable demand for education through the medium of Irish in the Aonad in Maynooth is demonstrated over a four-year cycle.
519. Deputy Bernard J. Durkan asked the Minister for Education and Skills the number of incidents of school bullying reported, or identified, in the past 12 months; the extent to which a reduction has been achieved in comparison with the previous 12 month period; and if she will make a statement on the matter. [9301/15]
View answerThere is no requirement on schools to report bullying incidents to my Department. The Deputy will be aware that my Department published new anti-bullying procedures for all primary and post primary schools at the beginning of the 2013/14 school year. These 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. All Boards of Management are required to adopt and implement an anti-bullying policy that fully complies with the requirements of the procedures. A template anti-bullying policy which must be used by all schools for this purpose is included in the procedures. The procedures outline key principles of best practice for both preventing and tackling bullying and require all schools to commit to these principles in their anti-bullying policy. In particular, they emphasise that a cornerstone in the prevention of bullying is a positive school culture. In that regard, the procedures set out the need for schools to encourage and strengthen open dialogue between all school staff and pupils and to ensure that they provide appropriate opportunities for pupils to raise their concerns in an environment that is comfortable for the pupil. The procedures also recognise the importance of good supervision and monitoring systems to prevent bullying and facilitate early intervention. The school's anti-bullying policy must explicitly confirm that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour. In relation to reporting bullying behaviour, the procedures make clear that a pupil or parent may bring a bullying concern to any teacher in the school and individual teachers must take appropriate measures regarding reports of bullying behaviour in accordance with the school's anti-bullying policy. The procedures require that all reports, including anonymous reports of bullying must be investigated and dealt with and that it should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly. The procedures include specific requirements in relation to the consistent investigation, follow up and recording of bullying behaviour amongst pupils. There is a requirement in the procedures for the school Principal to report regularly to the Board of Management in relation to the overall number of bullying cases and provide confirmation that they are being dealt with in accordance with the anti-bullying procedures. The Board is also required, under the procedures, to undertake an annual review of the school's anti-bullying policy and its implementation by the school. Written confirmation that the review has been completed must be made available to the Parents' Association and published on the school website. Arising from commitments made in the Action Plan on Bullying, my Department's Inspectorate is placing a stronger focus on the actions schools take to create a positive school culture and to prevent and tackle bullying. For example, parent and student questionnaires issued as part of whole school evaluations, include, since January 2014, additional questions to get a clearer picture of how the school deals with bullying. Furthermore, the Inspectorate's plan for 2015 provides for collaborative research to be conducted in a sample of primary and post-primary on how schools provide for pupils' wellbeing. This will culminate in a research report which will highlight best practice.
520. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which child psychiatric services have been called upon at primary and secondary level schools, annually, over the past six years; the extent to which the services are adequate to meet demand; and if she will make a statement on the matter. [9302/15]
View answerI can inform the Deputy that my department has provided guidelines to post-primary, and more recently to primary schools, offering practical assistance and advice on the development of structures to promote positive mental health in schools and in assisting pupils with mental health difficulties. The guidelines advise that in the event of pupils presenting with mental health difficulties which are above and beyond the school's capacity and ability to support, school authorities should identify and access the referral pathways for the various primary and secondary healthcare services in their particular area. My Department's National Educational Psychological Service (NEPS) is available to advise schools on the matter. Referrals should, of course, be undertaken with Parental or Guardian consent and collaboration, except in an exceptional situation where there may be child protection issues. In normal circumstances referral to Clinical Psychology Services and to the Child and Adolescent Mental Health Service (CAMHS) is made through the student's GP although they are sometimes actioned by other healthcare / educational professionals and in some situations by direct contact between schools authorities and CAMHS staff. Detail of these referrals, are held at individual school level and my Department does not gather the particulars and extent thereof. Perhaps the Deputy might direct this enquiry in this regard to the appropriate HSE service.
522. Deputy Bernard J. Durkan asked the Minister for Education and Skills if she will facilitate a meeting between the various primary school authorities in Kilcock, County Kildare, including the patron, with a view to resolving any difficulties that have arisen; and if she will make a statement on the matter. [9304/15]
View answerI wish to advise the Deputy that my Department recently met the Patron's representative relating to the matters in question. It is my Department's intention to liaise further with the Patron's office in the coming days.
523. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has received requests for extra second level school accommodation at Clane, County Kildare; when she expects to be in a position to meet such requests; and if she will make a statement on the matter. [9305/15]
View answer525. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has received requests for extra second level school accommodation at Kilcock, County Kildare; when she expects to be in a position to meet such requests; and if she will make a statement on the matter. [9307/15]
View answer526. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has received requests for extra secondary level school accommodation at Maynooth, County Kildare; when she expects to be in a position to meet such requests; and if she will make a statement on the matter. [9308/15]
View answer527. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has received requests for extra secondary level school accommodation at Celbridge, County Kildare; when she expects to be in a position to meet such requests; and if she will make a statement on the matter. [9309/15]
View answer528. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has received requests for extra secondary level school accommodation at Naas, County Kildare; when she expects to be in a position to meet such requests; and if she will make a statement on the matter. [9310/15]
View answerI propose to take Questions Nos. 523 and 525 to 528, inclusive, together. The Deputy will be aware that my Department's Five Year Construction Plan announced in March 2012, together with the schools announced in June 2013 under the Government's "Investment in Infrastructure & Jobs" package and the schools included in the 2015 construction programme, details the major school projects, including those for County Kildare, that will commence construction over the duration of my Department's €2 billion capital investment programme (2012-2016). The primary aim at the core of my Department's construction programme is focussed on meeting demographic demands to ensure that every child will have access to a physical school place and that our school system is in a position to cope with increasing pupil numbers. In addition, my Department considers applications on an ongoing basis from individual schools for funding to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed. My Department continuously analyses demographic trends and enrolments in all areas to ensure that any additional accommodation needs are addressed in a timely manner. The current status of all projects on the school building programme may be viewed on my Department's website at www.education.ie and this is updated regularly throughout the year.
524. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she expects to be in a position to ensure adequate places in secondary level school throughout County Kildare for children with autism, Asperger’s or special needs, having particular regard to those in respect of which she has received requests in this context; and if she will make a statement on the matter. [9306/15]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, 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. Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of special needs assistants and the appropriate school curriculum. Young people with autism transitioning from primary school placements have a number of alternative options including mainstream placement in post primary school with support, placement in a special class in a mainstream school or placement in a special class in a special school. The Deputy will also be aware that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teachers and special needs assistants to schools to support students with Special Educational Needs including Autism. It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in various geographical areas as required. SENOs engage with schools annually in order to plan for, and to open, new special classes each year in order to ensure there are sufficient special class placements available at primary and post primary school level to meet demand in a given area.
529. Deputy Sean Fleming asked the Minister for Education and Skills if a project (details supplied) qualified for the Per Cent for Art scheme; when the application was made; the nature of the project and the cost involved; when the payment was made; and if she will make a statement on the matter. [9342/15]
View answerThe project referred to by the Deputy was completed in 2009. However, my Department has no record of ever receiving an application for the grant.
530. Deputy Seán Kyne asked the Minister for Education and Skills if consideration will be given to extending the time required to be spent in the Gaeltacht improving language skills, as part of teacher training; and if the financial support scheme could be re-introduced for such an important component of the training programme. [9352/15]
View answerUnder the Teaching Council Act, 2001, the Teaching Council is the body with statutory regulatory authority to review and accredit initial teacher education programmes. As such, it is the Teaching Council, and not the Minister, which sets out the programme criteria. With regard to implementation, the Council established a Gaeltacht Placement Working Group and published a report in May 2012 which, among other things, provided for the placement duration to be extended to two blocks of two weeks. The decision to abolish the Gaeltacht Placement grants, from September 2012 was not taken lightly, and has to be viewed in the context of the prevailing requirement to reduce costs and achieve efficiencies where possible. Priority was given to protecting resources for front line education services as far as possible in the coming years, which is especially challenging with rising numbers of school-going children. For the reasons outlined above, I am not in a position to reinstate funding to this area.
