Written Answers Nos. 788-801
788. Deputy Frank Feighan asked the Minister for Education and Skills when funding will be released in respect of a school (details supplied) in County Roscommon following her announcement that it would be included in the 2015 school building programme; when construction on the school is likely to start; when the first tranche of funding will be drawn down; and if she will make a statement on the matter. [11511/15]
View answerThe major building project for the school referred to by the Deputy is currently completing the advanced stage of Architectural Planning, Stage 2b – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents. All relevant statutory approvals have been obtained. The Design Team are currently preparing the Stage 2b (Detailed Design) tender documents for submission to the Department for review and approval. Assuming no issues arise in the review of the stage 2(b) submission the project will then be authorised to proceed to tender with a view to commencing construction later this year.
789. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of junior certificate candidates that undertook the civic, social and political education course work and examination through the medium of Gaeilge in each of the years 2012 to 2014, inclusive. [11518/15]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
790. Deputy Patrick O'Donovan asked the Minister for Education and Skills the guidelines issued to the board of management of secondary schools in respect of bullying policies; and if she will make a statement on the matter. [11550/15]
View answerMy Department published new Anti-Bullying Procedures for 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.
The procedures require that the prevention of bullying must be an integral part of a school's anti-bullying policy. The education and prevention strategies that the school will implement must be documented in the anti-bullying policy and must explicitly deal with the issue of cyber-bullying and identity-based bullying including, in particular, homophobic and transphobic bullying.
A school's anti-bullying policy must also set out the school's procedures for investigating and dealing with bullying and the school's procedures for the formal noting and recording of bullying behaviour. These must be consistent with the Anti-Bullying Procedures for Primary and Post Primary Schools.
The school's anti-bullying policy must be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association.
The Board is also required, under the Department's 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.
The Anti-Bullying Procedures for Primary and Post-Primary schools are available on my Department's website www.education.ie.
791. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the assessments that have been carried out by her Department further to examining the impact of the moratorium on filling posts of responsibility on the operation of schools; if schools are offering time off in lieu to teachers who take up posts of responsibility without remuneration; if so, if this has resulted in a reduction in teaching hours in schools; and if she will make a statement on the matter. [11553/15]
View answerWhen the moratorium on the filling of posts of responsibility was introduced in 2009, the Government exempted Principal and Deputy Principal posts in all primary and post-primary schools. These posts continue to be replaced in the normal manner. The impact of the moratorium was therefore limited to the Assistant Principal and Special Duties posts of responsibility.
The alleviation arrangements set out in Circular 0004/2014 provide a floor by which schools acutely affected at AP level by the impact of the moratorium can fill their AP vacancies as they arise to the level of the thresholds set out in that circular.
It continues to be a matter for each individual school authority to re-organise and prioritise the appropriate duties for post of responsibility holders in the context of implementing the moratorium. I am not aware of any arrangements such as referred to by the Deputy operating in schools.
Economic constraints and the moratorium on recruitment, albeit alleviated to some extent for schools, have presented challenges within the education sector. They also provide an opportunity to review 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.
The Department, in consultation with the representative bodies has commenced an exploration of the opportunities to support and thereby advance our understanding of the needs of school leaders and how they might be addressed.
792. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding roof repair work in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [11561/15]
View answerThe management authorities of the school referred to by the Deputy submitted an application for funding under my Department's Emergency Works Scheme to replace a slate roof at their school.
As the scope of works for which funding is sought is outside the terms of the scheme it cannot be considered for funding. The management authority of the school has been informed of this decision.
The school authority has been advised to submit a scaled down application to address the immediate health & safety issues and as soon as this application is received it will be assessed and the school authorities notified of the outcome.
793. Deputy Ciarán Lynch asked the Minister for Education and Skills her views on the issues regarding early childhood studies raised by a person (details supplied); and if she will make a statement on the matter. [11608/15]
View answerI fully take on board the points made regarding investment in early childhood education and care (ECEC) and I, like other Cabinet members, would like to be in a position to increase our investment in ECEC to be in line with the OECD average but this is very much dependent on resource availability. Our options for future investment in ECEC are being analysed by an inter-Departmental group set up by my colleague, the Minister for Children and Youth Affairs. My Department is represented on this group which is expected to report back by the Summer.
794. Deputy Michael Moynihan asked the Minister for Education and Skills if she will provide an update on a school (details supplied) in County Kerry in respect of the possible loss of two teachers; and if she will make a statement on the matter. [11666/15]
View answerThe staffing arrangements for primary schools for the 2015/16 school year are set out in Department Circular 0005/2015 which is available on my Department's website at www.education.gov.ie.
The circular sets out the improvements to the staffing schedule for the 2015/16 school year for small schools. These improvements are improved retention thresholds for the 2nd, 3rd and 4th classroom teacher and also the improved appointment and retention thresholds for isolated one-teacher schools.
An appeals process is also available to small schools. Details of the appeals criteria are set out in the published staffing arrangements. The school referred to by the Deputy submitted an appeal to the March, 2015 meeting of the Primary Staffing Appeals Board. The Appeals Board held its first meeting for 2015 last week. Arrangements are underway in my Department to notify those schools that have submitted an appeal of the decision of the Board.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
795. Deputy Olivia Mitchell asked the Minister for Education and Skills her plans to extend the maintenance grant to students in receipt of the back to education allowance; and if she will make a statement on the matter. [11675/15]
View answerFollowing a Budget 2010 decision, all new applicants in receipt of the Back to Education Allowance (BTEA), and the VTOS allowances for those pursuing PLC courses, are no longer eligible for maintenance support under the student grant scheme.
Students who qualify for the BTEA may, however, be considered for support for the student contribution under the student grant scheme provided they satisfy the conditions of the relevant Student Grant Scheme and Student Support Regulations including those relating to residence, nationality, approved course, previous academic attainment and means.
I have no plans to change the current arrangement.
796. Deputy Robert Dowds asked the Minister for Education and Skills the cost to the State annually of putting a student through a medical programme. [11715/15]
View answerMy Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions. The HEA allocates this funding to the institutions and the internal disbursement of funding is then a matter for the individual institution. In addition to this funding, the HEA also provides a separate subsidy to institutions delivering undergraduate medicine courses for the cost of training an additional EU student intake of approximately 145 students per year, arising from the implementation of the Fottrell Report on undergraduate medical education and training to increase EU student intake.
The average EU tuition fee rate for an undergraduate medical course is €8,850. Where a student meets the eligibility criteria of the Free Fees Initiative, the State covers the majority of this cost. Student who qualify for free fees funding are liable to pay the Student Contribution, the cost of which for the current academic year is €2,750. The Contribution is paid on behalf of those students who qualify under my Department's Student Grant Scheme. Some 50% of students who qualify for free fees funding have the contribution paid on their behalf by the State.
In addition, students who qualify for entry to the Graduate Entry Medicine (GEM) programme, are liable for the cost of their tuition fees as they already hold an undergraduate qualification. These fees are partly subsidised by the Irish State through the HEA. The cost of GEM programmes for the current academic year range from €14,580 to €16,080, and is payable by students, with the assistance of the HEA subsidy of €9,500 per student.
It should also be noted that the Department of Health and/or the HSE meets the cost of the provision of clinical training placements and internships in the health sector.
797. Deputy Brendan Griffin asked the Minister for Education and Skills if a school (details supplied) in County Kerry with projected increases to 93, 101, 98 and 97 in enrolments for the next four years will retain its current teaching complement for the 2015-2016 academic year; and if she will make a statement on the matter. [11725/15]
View answer819. Deputy Martin Ferris asked the Minister for Education and Skills if her attention has been drawn to the proposed cut to teacher numbers at a school (details supplied) in County Kerry; and if she will make a statement on the matter. [12016/15]
View answerI propose to take Questions Nos. 797 and 819 together.
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements for primary schools for the 2015/16 school year are set out in Department Circular 0005/2015 which is available on my Department's website at www.education.gov.ie.
The circular sets out the improvements to the staffing schedule for the 2015/16 school year for small schools. These improvements are improved retention thresholds for the 2nd, 3rd and 4th classroom teacher and also the improved appointment and retention thresholds for isolated one-teacher schools.
An appeals process is also available to small schools. Details of the appeals criteria are set out in the published staffing arrangements. The school referred to by the Deputy submitted an appeal to the March, 2015 meeting of the Primary Staffing Appeals Board. The Appeals Board held its first meeting for 2015 last week. Arrangements are underway in my Department to notify those schools that have submitted an appeal of the decision of the Board.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
798. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on difficulties involving taking children out of schools to attend speech and language therapy at outside venues when teachers and school management have worked very hard on attendance; if she will consult the Department of Health on the possibility of having speech and language therapy take place in school settings; if she has examined the feasibility of this proposal; and if she will make a statement on the matter. [11753/15]
View answerI wish to advise the Deputy that the provision of health supports, including Speech and Language Therapy services, is the responsibility of the Health Service Executive.
The Health Service Executive is currently engaged in a major reconfiguration of its existing therapy resources for children with disabilities into geographically based multidisciplinary teams, as part of its National Programme on Progressing Disability Services for Children and Young People (0-18 years).
This Programme is based on the recommendations of the Report of the National Reference Group on Multidisciplinary Services for Children aged 5-18 Years, which was produced by representatives of the professions and management involved in delivering multidisciplinary services to children.
Its key objective is to bring about equity of access to disability services and consistency of service delivery, with a clear pathway for children with disabilities and their families to services, regardless of where they live, what school they go to or the nature of the individual child's difficulties.
The Executive is working very closely with the education sector, which is fully involved in the development and implementation of the Programme, to ensure that, from the children's and parents' perspective, the services provided by each sector are fully integrated.
The transition to this new model is taking place on a phased basis and includes consultation and engagement with stakeholders, including service users and their families.
The Programme is a key priority for the Executive's Social Care Directorate in 2015. An additional €4 million was specifically allocated in 2014 to drive implementation of the Programme. This equates to approximately 80 therapy posts. A further additional €4m (full year cost of €6m) has been allocated this year to assist in implementing the Programme.
Implementation of this Programme will have a positive impact on the provision of clinical services for all children requiring access to health related supports, regardless of where they live or which preschool or school they attend.
799. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on the age criteria for compulsory attendance at primary schools and the way in which this can impact on attendance levels. [11754/15]
View answerThe compulsory school starting age in a National School is 6 years of age and the Rules for National Schools provide that a child must be at least 4 years of age before she/he may be enrolled in a National School.
Although children are not obliged to attend school until the age of six, most children begin school in the September following their fourth birthday. The primary school curriculum is designed as an eight year course, including a two year infant cycle followed by six years in standards from first to sixth, with children progressing to the next grade at the end of each school year. Pupils normally transfer to post-primary education at the age of twelve.
800. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on allowing principals or teachers to advocate for children to receive an assessment of needs, where appropriate, and with parental consent. [11755/15]
View answerI wish to advise the Deputy the position of my Department in relation to the Assessment of Need process under the Disability Act 2005, is set out in my Departments Circular 0020/2011.
This Circular notes that where a child under the age of 5 presents as having learning and or behavioural emotional or social difficulties in school, teachers should follow the approach to assessment and intervention outlined in the NEPS Continuum of Support Guidelines to address those needs in the first instance.
Applications for assessment of need under the Act should be made by the parent or guardian.
In cases where a child under the age of 5 years appears to have a disability as set out above, and has not been assessed under the Act, the principal may inform the parents of the assessment of need process. Information leaflets for parents are available from HSE Local Health Offices, in GP clinics and HSE local health centres. Information is also available on the HSE website.
Principals should be aware, however, that it is not appropriate for them to refer a child for assessment of need under the Disability Act as this process may only be initiated by a parent or guardian.
801. Deputy Jonathan O'Brien asked the Minister for Education and Skills the way in which play therapy for children is currently facilitated in schools; and the way in which schools can access this, where appropriate. [11756/15]
View answerI wish to advise the Deputy that my Department allocates significant resources to ensure that pupils with special educational needs can participate fully in education. My Department's policy is to promote a child-centred approach to education of children with special educational needs. Children should have access to a range of different approaches to meet their individual needs. The approach towards each child's education should be based on the individual educational needs of the child and should have regard to the child's individual education plan and supporting professional reports, and requires the interaction of all school personnel involved in the provision of education to the child.
Teachers in some primary schools use play across the curriculum in junior and senior infant classrooms.
Resources for teachers have been made available by the National Council for Curriculum and Assessment (NCCA) in this regard, and give suggestions for planning and organising the classroom, showing examples of teaching and learning through play. These are available on the NCCA website, www.ncca.ie.
I wish to advise the Deputy, however, that the availability and provision of health-related therapy services, including play therapy supports, is the responsibility of the Health Service Executive (HSE).
Specific queries about the provision of play therapy supports and the way in which this can be accessed should therefore be directed to HSE, as the body which has responsibility for the provision of such services.
