Written Answers Nos. 802-816
802. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on the role of the National Council for Special Education in providing advice to schools, principals and boards of management on how to manage children with behavioural needs. [11757/15]
View answerI wish to advise the Deputy that the Board of Management of each school is responsible for the care and safety of all of the pupils in their school.
Schools may seek advice from their local National Educational Psychological Services (NEPS) psychologist, from their National Council for Special Education (NCSE) Special Educational Needs Organiser, or from the National Behavioural Support Services, as to how children with behavioural needs can best be supported in school.
Training is also available for schools in relation to the provision of support for children with special educational needs from the Special Education Support Services (SESS), who can, as part of their designated training modules, provide guidance for schools in relation to containment or management measures for difficult behaviour.
There are a number of published guidelines available to schools:
- The Department recently published new Guidelines for Schools on Supporting Students with Behavioural, Emotional, and Social difficulties, which are available on the Department's website www.education.ie
- The Child and Family Agency has also developed guidelines for schools on Codes of Behaviour. In developing a Code of Behaviour schools must specify the standards of behaviour that shall be observed by each student attending the school. All parents must be made aware of behaviour management strategies employed by a school.
- The National Educational Psychological Services document Behavioural Emotional and Social Difficulties - a Continuum of Support: Guidelines for Teachers also provides advice for teachers.
Schools are therefore supported by guidance and training and may also seek additional advice and assistance from NEPS and the NCSE, if required.
803. Deputy Billy Kelleher asked the Minister for Education and Skills the number of occasions since the start of 2014 on which the Secretary General of her Department has been involved in the clearing or approval of material for release under freedom of information legislation. [11797/15]
View answerUnder the provisions of freedom of information legislation, the decision-making and internal review functions of requests processed within my Department are formally delegated to departmental officials from Executive Officer to Assistant Secretary level. The Secretary General of my Department has no role in the clearing or approval of material for release for these requests.
804. Deputy Charlie McConalogue asked the Minister for Education and Skills if a school (details supplied) in County Donegal under the patronage of the Church of Ireland will have a two-teacher appointment and retention threshold of 15 students for the 2015-2016 school year in view of the fact that the nearest school with Church of Ireland patronage is ten miles away, while there is a school under the patronage of the Presbyterian church within 8 km; and if she will make a statement on the matter. [11809/15]
View answer805. Deputy Charlie McConalogue asked the Minister for Education and Skills if primary schools with Church of Ireland patronage will qualify for the new two-teacher appointment and retention threshold of 15 students for the 2015-2016 school year in the event that there is a school under the patronage of the Presbyterian church located within 8 km and vice versa; and if she will make a statement on the matter. [11811/15]
View answerI propose to take Questions Nos. 804 and 805 together.
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 Primary Staffing Appeals Board operates independently of the Minister and the Department and its decision is final.
The final number of schools to benefit from these improvements to the staffing schedule will be known in the Autumn after the teacher allocation process has fully transacted.
806. Deputy Michael Moynihan asked the Minister for Education and Skills the policy in respect of dual-attendance pupils being supported with resources and special needs assistants in one school only; when this policy changed; and if she will make a statement on the matter. [11838/15]
View answerI wish to advise the Deputy that my Department does not facilitate the dual enrolment of children in schools and that there has not there been any change of policy in this regard. National Council for Special Education (NCSE) Special Educational Needs Organisers (SENO's) can only allocate resources to schools in respect of those pupils enrolled in a school. However, dual placement arrangements are a feature of transitional plans for children who are transferring from one placement to another and should be managed locally by the relevant Boards of Management.
In addition, some children with special educational needs in special schools or special classes may also attend mainstream classes on a part-time basis in line with their abilities, and local arrangements are made by the relevant boards of management.
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.
807. Deputy Michelle Mulherin asked the Minister for Education and Skills the status of an application for funding to equip a room for the teaching of technology post-junior certificate by a school (details supplied) in County Mayo; if the decision can be expedited so that the subject can be taught; and if she will make a statement on the matter. [11854/15]
View answerI wish to confirm that an application has been received by my Department for funding from the school, referred to by the Deputy, relating to the teaching of technology to the Leaving Certificate stage.
On foot of this application, a Departmental inspector visited the school and discussed the school requirements with the Principal and relevant teachers. Following on from this visit, my Department's inspector has been in correspondence with the school seeking their further views. My Department will be in a position to consider the school's application further when the school authorities' response to the correspondence concerned is received.
808. Deputy John Paul Phelan asked the Minister for Education and Skills the reason for the significant delays impacting on the planned development of a much needed extension to a second level school (details supplied) in County Dublin, resulting in a shortage of second level school places in the local catchment area; if she will provide an updated timeframe for the delivery of the extension; and if she will make a statement on the matter. [11856/15]
View answerThe building project referred to by the Deputy is included in the Five Year Construction Programme to proceed to Tender and Construction.
The original design team appointed to the project had reached completion of Stage 1 of Architectural Planning. As part of that work and following an assessment of the current accommodation, it was agreed by the Department that extensive additional refurbishment works to the existing school would also be required.
The Department approved a significant increase in the scope of works for the project to incorporate those refurbishment works. Arising from this expansion in the scope of works it was necessary to commence a tender exercise for the appointment of a new design team to take the project forward from this point. This process, which was conducted by the ETB, has been completed and the new Design Team have been authorised to proceed to Stage 2A of Architectural Planning - Developed Design. Upon successful completion of Stage 2A the project will then progress to complete Stage 2B - Detailed Design, which includes the application for statutory approvals and the preparation of Tender Documents for Contractors. Following completion of stage 2(b) the project will then be progressed to tender and construction. The Department met with representatives of the ETB earlier this month regarding progression of the project.
809. Deputy Patrick O'Donovan asked the Minister for Education and Skills if she will provide an update regarding a school (details supplied) in County Tipperary in respect of its application under the summer works scheme for the provision of a hard-court area at the rear of the school. [11885/15]
View answerThe Deputy will be aware that spending of more than €70 million was approved for the 2014 Summer Works Scheme to allow over 770 schools undertake improvement works.
This allowed for the funding of applications received under categories 1-6. Schools which had applied under categories 7-10 as is the case in respect of the school to which the Deputy refers, were advised that their applications would be retained for prioritisation if funding for further summer works projects could be secured for 2015. I am currently considering the feasibility of making further funding available to facilitate consideration of those applications.
810. Deputy David Stanton asked the Minister for Education and Skills the number of children currently on the waiting list for a special school (details supplied) in County Cork; the way in which she will ensure that all children on the list will be facilitated to receive an education appropriate to their special needs; and if she will make a statement on the matter. [11888/15]
View answerThe Deputy will be aware that the establishment of a network of autism-specific special classes in schools across the country to cater for children with autism has been a key educational priority in recent years. Children with autism have a number of placement options including mainstream placement with support, placement in a special class in a mainstream school or placement in a special class in a special school.
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.
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.
The enrolment of a child to 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 and it does not maintain details of waiting lists in schools.
I wish to advise the Deputy that the NCSE is currently allocating new posts to meet the increased demand nationwide for 2015/2016 and the requirements in County Cork will be addressed as part of this process. NCSE has advised that the SENO is actively engaged with the school in question in this context.
811. Deputy Éamon Ó Cuív asked the Minister for Education and Skills in view of the proposed sale of land attached to a school (details supplied) in Dublin 5, if this land is an integral part of the school; if the purchase or maintenance of this land has ever been funded by her Department; if the school owners have sought her approval or have advised her of a proposed sale; her plans to ensure the school does not to sell the land in view of the fact it is required for sports facilities for school and local community sports clubs; and if she will make a statement on the matter. [11889/15]
View answerI can confirm that the school building referred to by the Deputy and the lands attached to it are not in my ownership.
The school availed of funding under the Summer Works Scheme from 2004 to 2011 for refurbishment of the school building.
As the lands referred to are in the ownership of a third party, queries in relation to the proposed sale should be directed to the property owner in the first instance.
812. Deputy Pat Rabbitte asked the Minister for Education and Skills the number of special education settings under her Department’s control, patronage or funding which it is planned to transfer to the relevant education and training boards; the reason for such proposed transfers; the categories of these settings, such as special schools, care units or secure units; the education and training boards to which these institutions are to be transferred; the proposed timeframe for transfer, including situations where transfers have already been effected; the number of teaching staff involved in the transfers; and if she will make a statement on the matter. [11893/15]
View answerI wish to advise the Deputy that, on 13th December 2005, the Government approved youth justice reforms following a review carried out by the Department of Justice, Equality and Law Reform. The rationale for these reforms is to provide leadership and restructuring of the delivery of the State's services in the area of youth justice, which up to 2007 were dealt with by a number of Departments and Agencies.
Accordingly, responsibility for education provision in the Detention Schools transferred to the Education and Training Board (ETB) sector. A similar transfer is planned for education provision in Special Schools providing for education in designated Tusla High Support and Special Care.
A list of education provision which has transferred to the ETB sector is attached. The list also includes education settings where it is planned to transfer to the relevant ETB.
Provision for education that has transferred to the ETB sector
|
Name of Special Education Setting |
Reason for Transfer |
Category of Setting |
ETB |
Date of Transfer |
No. of Teaching Staff Involved |
|
Finglas Child and Adolescent Centre, Dublin 11. (closed in 2010) |
On 13th December 2005 the Government approved youth justice reforms following a review carried out by the Department of Justice, Equality and Law Reform. The rationale for these reforms is to provide leadership and restructuring of the delivery of the State's services in the area of youth justice which up to 2007 were dealt with by a number of Departments and Agencies. |
Children Detention School |
Dublin City ETB |
1st March 2007 |
Principal + 7 Mainstream Class Teachers |
|
Trinity House, Lusk, Co Dublin |
On 13th December 2005 the Government approved youth justice reforms following a review carried out by the Department of Justice, Equality and Law Reform. The rationale for these reforms is to provide leadership and restructuring of the delivery of the State's services in the area of youth justice which up to 2007 were dealt with by a number of Departments and Agencies. |
Children Detention School |
Dublin and Dún Laoghaire ETB |
1st March 2007 |
Principal + 8 Mainstream Class Teachers |
|
Oberstown Education Centre |
On 13th December 2005 the Government approved youth justice reforms following a review carried out by the Department of Justice, Equality and Law Reform. The rationale for these reforms is to provide leadership and restructuring of the delivery of the State's services in the area of youth justice which up to 2007 were dealt with by a number of Departments and Agencies. |
Children Detention School |
Dublin and Dún Laoghaire ETB |
1st March 2007 |
Principal + 10 Mainstream Class Teachers and 1 Part Time Teacher (3 days per week) |
|
St Joseph's School, Ferryhouse, Clonmel, Co Tipperary. |
On 13th December 2005 the Government approved youth justice reforms following a review carried out by the Department of Justice, Equality and Law Reform. The rationale for these reforms is to provide leadership and restructuring of the delivery of the State's services in the area of youth justice which up to 2007 were dealt with by a number of Departments and Agencies. |
Children Detention School up to 1st March 2007. From 1st March 2007 all young people in the school are referred by the HSE/TUSLA. |
Tipperary ETB |
1st March 2007 |
Principal + 9 Mainstream Class Teachers and 4 permanent whole-time special needs assistants. |
Education Settings where it is planned to transfer to the relevant ETB
|
Name of Special Education Setting |
Reason for Proposed Transfer |
Category of Setting |
ETB |
Timeframe |
No. of Teaching Staff Involved |
|
Ballydowd Special School, Dublin 20. |
As a follow-on to the transfer of responsibility for education provision in the Detention Schools, to the ETB sector, a similar transfer is planned for education provision in Special Schools providing for education in designated Tusla High Support and Special Care. |
Secure Care |
Dublin and Dún Laoghaire ETB |
2015/16 |
Principal + 2 Mainstream Class Teachers |
|
Crannog Nua Special School, Portrane, Co Dublin. |
As a follow-on to the transfer of responsibility for education provision in the Detention Schools, to the ETB sector, a similar transfer is planned for education provision in Special Schools providing for education in designated Tusla High Support and Special Care. |
High Support |
Dublin and Dún Laoghaire ETB |
2015/16 |
Principal + 3 Mainstream Class Teachers |
|
St Canice's, Limerick. |
As a follow-on to the transfer of responsibility for education provision in the Detention Schools, to the ETB sector, a similar transfer is planned for education provision in Special Schools providing for education in designated Tusla High Support and Special Care. |
High Support & Secure Care |
Limerick and Clare ETB |
2015/16 |
Principal + 4 Mainstream Class Teachers |
|
South East High Support Special School, Kilkenny. |
As a follow-on to the transfer of responsibility for education provision in the Detention Schools, to the ETB sector, a similar transfer is planned for education provision in Special Schools providing for education in designated Tusla High Support and Special Care. |
High Support |
Kilkenny and Carlow ETB |
2015/16 |
Principal + 3 Mainstream Class Teachers |
813. Deputy Brendan Griffin asked the Minister for Education and Skills if funding will be allocated to cover the cost of replacing a heating system in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [11915/15]
View answerThe management authorities of the school referred to by the Deputy submitted an application in January 2015 for funding under my Department's Emergency Works Scheme to replace underfloor heating at their school with standard radiators.
As the scope of works for which funding is sought is outside the terms of the scheme they cannot be considered for funding. I understand that the school authority were to contact my Department's Planning and Building Unit to consider alternative options and to date no contact has been made.
814. Deputy Jonathan O'Brien asked the Minister for Education and Skills if a change of status for three schools (details supplied) in Dublin 10 has been granted; if a change of status was granted, the criteria used to evaluate the schools; and if she will make a statement on the matter. [11945/15]
View answerI wish to advise the Deputy that my Department has agreed to the request submitted by the Patron for a change to fully vertical co-educational status for each of the three schools referred to in Dublin 10.
As the Deputy may be aware, any proposal for a change in status must first involve consultation with all of the relevant school stakeholders. Following the consultation process, a decision taken at local level will follow. All agreed proposals must be submitted to my Department for approval.
In February 2015, the Patron advised my Department that the Boards of Management of the three schools referred to in Dublin 10 had applied to the Patron for a change of status to commence in September 2015. The Patron also advised that the applications concerned were made following an intensive consultation process at local school level involving parents, teachers and the Boards of the schools. The culmination of these consultations were applications from each of the schools for a change of status to co-education based on the expressed interest in co-education and also the requests each year from parents that their boys remain in their current school The Patron also, however, advised that in relation to the fourth school under its Patronage in Dublin 10, this school had indicated that there was no demand for a change in its status.
The change of status for the three schools in question will be effective from September 2015 and is being introduced on a phased basis starting with second class only for the new school year in September 2015 and building up incrementally each year thereafter.
815. Deputy Michael Creed asked the Minister for Education and Skills the reason illness benefit is not included as a qualifying payment for the special rate of student grant by Student Universal Support Ireland, considering the inclusion of similar type benefit payments such as carers benefit and jobseeker's benefit; her plans to review this situation; and if she will make a statement on the matter. [12000/15]
View answerThe qualifying criteria for the special rate of maintenance grant in the 2014/15 academic year as specified under the 2014 student grant scheme is as follows:
1. Student must qualify for the standard rate of grant
2. Total reckonable income net of income disregards and Child Dependant Increase must not exceed €22,703
3. As at 31st December, 2013, the reckonable income must include one of the eligible long-term social welfare payments prescribed in the Student Grant Scheme.
Illness Benefit is considered to be a short-term social welfare payment and, therefore, it is not included as an eligible payment for the purposes of the special rate of maintenance grant. Carer's Benefit is a long-term social welfare payment and therefore meets the conditions for eligibility for the special rate of grant.
The condition in respect of Jobseeker's Benefit is that it is paid continuously for at least 12 months or, where paid for a shorter period, it may be combined with other eligible payments for purposes of meeting the prescribed period. In combining eligible payments, the Scheme provides that the Department of Social Protection's Illness Benefit can be used to combine periods of Jobseeker's Allowance and Jobseeker's Benefit provided a period of Jobseeker's Allowance/Benefit comes directly before and directly after the period of Illness Benefit.
It is not proposed to depart from the existing arrangements for the determination of the eligibility for the special rate of maintenance grant.
816. Deputy Michael McCarthy asked the Minister for Education and Skills when the National Educational Psychological Service will carry out two assessments in respect of a school (details supplied) in County Louth; and if she will make a statement on the matter. [12004/15]
View answerI can inform the Deputy that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
I have made enquiries in the matter raised by the Deputy and am informed that, while the assigned NEPS Psychologist is currently not available to the school due to maternity leave, a provision has been made under the above described SCPA scheme to answer the immediate assessment needs of the school in question. I would advise that if the school have any questions on the matter that the Principal should contact the NEPS Regional Office (Tel: 0761- 108635) for clarification.
