Written Answers Nos. 478-500
478. Deputy Denis Naughten asked the Minister for Education and Skills the number of children who completed primary education in June 2014, but failed to enrol in a secondary level school in September 2014; and if she will make a statement on the matter. [17517/15]
View answerThe information requested by the Deputy is not available.
One of the many benefits of the introduction of the Primary Online Database is that it will enable the progress of children through the education system to be accurately monitored. From 2015/2016 onwards the Primary Online Database will provide the Department with the capacity to compile this vital information on children that do not make the transition from primary to post-primary education.
479. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding the case of a person (details supplied) in County Kerry who did not qualify for the educational panel; if this case will be investigated; and if she will make a statement on the matter. [17522/15]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent/CID holding teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers. Arrangements for panel access for fixed-term (temporary), substitute and part-time teachers to the Supplementary Redeployment Panel for the 2015/16 school year are set out in Circular 0072/2014 which is available on the Department website.
Applicants must meet all of the published criteria in order to gain access to the Supplementary Redeployment Panel.
The teacher referred to by the Deputy failed to meet the criteria and is therefore ineligible to be included on the Supplementary Redeployment Panel for the 2015/16 school year.
480. Deputy Regina Doherty asked the Minister for Education and Skills if she will provide, in tabular form, the number of special schools currently in receipt of funding; the number of special classes in primary and secondary schools; the number of proposed schools and classes under consideration; the cost of provision of each school and special class; the numbers of pupils attending these schools and classes; and the number of teachers assigned to these schools and classes. [17551/15]
View answerI 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 the establishment of special classes in various geographical areas as required, and for planning for future special school provision. The NCSE operates within my Department's criteria in allocating such support.
The NCSE published policy advice on Supporting Students with Special Educational Needs in Schools in 2013. This policy advice provides a breakdown of the 119 Special Schools operating in Ireland and notes that approximately 7,094 students were enrolled in Special schools in 2012/13 with 1,078 teaching posts supporting these students. This breakdown also notes the enrolments for each school.
Details of the list of special schools is provided in Appendix 1 at:http://ncse.ie/wp-content/uploads/2014/09/Supporting_14_05_13_web.pdf
The report also notes that there were 628 special classes in operation in 2012/13, 495 attached to mainstream Primary schools and a further 133 attached to mainstream Post Primary schools, with a total of 3,678 pupils enrolled in the classes.
For the 2015/16 school year there are currently 858 special classes in place, including 653 special classes in primary schools and 205 classes in post primary schools. Details of the location of all of these special classes, on a per county basis, is available at http://ncse.ie/special-classes.
The NCSE is also currently considering applications by schools to establish new special classes for the coming 2015/16 school year. This work is on going and SENOs continue to liaise and work with schools in order to meet the demand for such placements at local level.
I wish to advise the Deputy that information regarding expenditure in relation to the provision of services for children with special educational needs occurs across a number of separate divisional areas such as, for example, salary costs for additional teaching and SNA supports, school building adaptations, assistive technology, transport arrangements, and enhanced capitation payable. As such, it is not possible to provide details of disaggregated expenditure for each school and class.
However, I can advise the Deputy that some €1.37 billion will be spent in support of children with Special Educational Needs this year, which represents approximately 15% of my Department's budget, which is the highest level of investment that we have ever had. This investment will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.
481. Deputy Regina Doherty asked the Minister for Education and Skills if she will provide, in tabular form, the number of National Educational Psychological Service psychologists each year for the past ten years; the ratio of psychologists to groups of schools, broken down by primary and post-primary, each year for the past ten years; and the cost annually for the past ten years of the service. [17552/15]
View answerThe detailed information the Deputy requires is contained in the tables.Number of Educational Psychologists employed in NEPS
|
Year |
No. |
W.T.E |
|
2006 |
124 |
117.8 |
|
2007 |
134 |
126.7 |
|
2008 |
155 |
148.5 |
|
2009 |
153 |
146.9 |
|
2010 |
165 |
158.9 |
|
2011 |
173 |
166.0 |
|
2012 |
167 |
158.8 |
|
2013 |
171 |
162.8 |
|
2014 |
177 |
168.1 |
|
2015 |
177 |
166.9* |
Numbers at 1st January of each year with the exception of 2015 which represents situation at 28/4/15. Equivalent Whole Time (W.T.E.) discounts staff work-sharing process. * Additionally since the beginning of 2015 five teachers, qualified as educational psychologists, have been seconded to NEPS for the 2014/15 academic year.
Ratio of Primary Schools to Psychologists 2006-2015
|
Year |
Primary Schools |
Psychologists |
|
2006 |
13 |
40:1 |
|
2007 |
14 |
11:1 |
|
2008 |
16 |
48:1 |
|
2009 |
16 |
79:1 |
|
2010 |
16 |
72:1 |
|
2011 |
17 |
09:1 |
|
2012 |
17 |
03:1 |
|
2013 |
19 |
59:1 |
|
2014 |
18 |
98:1 |
|
2015 |
19 |
11:1 |
The number of primary schools of varying pupil sizes assigned to psychologists is set out above.
Ratio of Post Primary Schools to Psychologists 2006-2015
|
Year |
Post Primary Schools |
Psychologists |
|
2006 |
4 |
71:1 |
|
2007 |
4 |
70:1 |
|
2008 |
5 |
15:1 |
|
2009 |
4 |
43:1 |
|
2010 |
4 |
55:1 |
|
2011 |
4 |
11:1 |
|
2012 |
3 |
86:1 |
|
2013 |
4 |
26:1 |
|
2014 |
4 |
13:1 |
|
2015 |
4 |
16:1 |
The number of post primary schools of varying pupil sizes assigned to psychologists is set out above.Annual Cost of NEPS Service 2006-2015
|
Year |
Cost |
€ |
|
2006 |
14 |
728.785 |
|
2007 |
15 |
585.584 |
|
2008 |
17 |
137.363 |
|
2009 |
18 |
853.310 |
|
2010 |
16 |
656.508 |
|
2011 |
17 |
762.579 |
|
2012 |
17 |
261.192 |
|
2013 |
17 |
436.752 |
|
2014 |
17 |
036.733 |
|
2010* |
- |
- |
*The 2015 accounts have yet to be finalised.
482. Deputy Regina Doherty asked the Minister for Education and Skills the current waiting list for assessment by the National Educational Psychological Service psychologists, and for the past five years; and if she will make a statement on the matter. [17553/15]
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). 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.
NEPS does not keep waiting lists for assessments of children but 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 maximise 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. 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. This process has been embedded by NEPS psychologists in the Primary sector with the production by the Department of Special Educational Needs – A Continuum of Support guidance and resource materials which has been distributed to all schools since 2007/8. In late 2010 similar support documentation was produced in relation to Emotional and Behavioural difficulties in the Primary sector and in relation to a formal Post-Primary Continuum process.
The continua described above all involve a graduated problem solving model of assessment and intervention in schools processes which moves from basic classroom based interventions to more specialised and individual interventions and comprise three distinct school based phases characterised as follows:Classroom Support – is an intervention which is co-ordinated by the Class Teacher and is carried out in the regular classroom,School Support - is an assessment and intervention process which is usually co-ordinated by the learning support/resource teacher working alongside the class teacher. Interventions at this stage will be additional to those provided through classroom support.School Support Plus – is generally characterised by the school requesting the involvement by the relevant external service (predominantly NEPS) in more detailed assessment and development of intervention programmes. This level of intervention is for children with complex and/or enduring needs and whose progress is considered inadequate, despite carefully planned interventions at previous levels.
The staged model recognises that pupils present with a wide range of issues and difficulties and allows for their amelioration and intervention at the level most appropriate to the particular need. The continuum approach ensures that pupils presenting within this range are dealt with quickly and at the appropriate level without the establishment of a waiting list for formal assessment.
483. Deputy Regina Doherty asked the Minister for Education and Skills if she will provide, in tabular form, the number of resource teachers in both primary and post-primary schools, each year for the past five years; the number of pupils in receipt of resource hours each year for the past five years; the average period of time each pupil receives; and the annual cost of resource hours for the past five years. [17555/15]
View answerI wish to advise the Deputy that this Government has significantly increased the overall number of resource teaching posts available to schools in recent years.
Some 480 additional resource teaching posts were provided for the 2014/15 school year and an additional 480 posts have been made available for the 2015/16 year, in order to meet growing demand from schools for low incidence special educational needs support.
The total number of resource teaching posts available for allocation to the end of 2015 is 6,705, which is more than at any time previously.
These increases, building on increases which have already been provided in recent years, have ensured that we now have more special needs support teachers in our schools than ever before, and will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs. It will also ensure that where particular demand arises, due to demographic growth or to increased need, that this demand will continue to be met.
The specific information requested by the Deputy is provided in the table.
In relation to the average period of time each pupil receives, please note that additional teaching resources are allocated to schools for the support of individual pupils with low incidence special educational needs. The various categories of low incidence disability are listed in DES Circular 02/05.
Such additional allocations of resource teaching hours for pupils who have been assessed with low incidence special educational needs, however, are not made directly to individual pupils, but are made to schools to support such children.
Once the hours are allocated to schools, it is a matter for the school to manage and utilise these hours to support the pupils concerned, in line with DES guidance as set out in Circular 02/05. Some of the time may be used for team teaching, to provide additional support in the classroom for that pupil, or through additional teaching in small groups. As such, the time allocated to individual pupils is managed by schools.
|
Resource Teaching |
2010/11 school year |
2011/12 school year |
2012/13 school year |
2013/14 school year |
2014/15 school year |
|
Primary RT posts |
2952 |
3150 |
3062 |
3304 |
3558 |
|
Post Primary RT posts |
2223 |
2115 |
2203 |
2417 |
2645 |
|
Total posts |
5,175 |
5,265 |
5,265 |
5,721 |
6,203 |
|
Est. Salary Costs |
€310.5m |
€316m |
€316m |
€343m |
€372m |
|
No of pupils Primary |
*18,522 |
20,138 |
22,271 |
24,000 |
25,904 |
|
No of pupils Post Primary |
*8,419 |
9228 |
10,209 |
11,586 |
12,891 |
|
Total pupils |
*26,941 |
29,366 |
32,480 |
35,586 |
38,795 |
* Estimated figures
484. Deputy Regina Doherty asked the Minister for Education and Skills if she will provide, in tabular format, the number of special needs assistants in both primary and post-primary schools, each year for the past five years; the number of pupils in receipt of such hours each year for the past five years; and the annual cost for the past five years. [17558/15]
View answerI wish to advise the Deputy that there are now more Special Needs Assistants (SNAs) available for allocation than ever before. This Government committed, as part of the budget announcements made last year, to provide for 365 new Special Needs Assistant (SNA) posts to support children with special educational needs in schools in 2015. This increase is additional to the increase of 390 posts which this Government announced in December 2013, which had raised the previous cap from 10,575 available SNA posts to 10,965 posts.
The total number of SNAs available for allocation in 2015 is therefore now 11,330 posts, which is the highest number of SNAs available for allocation that we have ever had. This will ensure that children with special educational care needs can continue to participate in education and be supported in a manner appropriate to their needs.
The information requested by the Deputy has been provided in the table.
|
Special Needs Assistants |
2010 |
2011 |
2012 |
2013 |
2014 |
|
SNA posts Whole Time equivalent (at end-Dec) |
10,543 |
10,117 |
10,390 |
10,585 |
11,121 |
|
Est. Cost. |
€348m |
€334 |
€343 |
€349m |
€360m |
|
No of pupils Primary, Post Primary and Special Schools (per school year) |
Approx. 20,000 |
Over 20,000/22,000 |
Over 22,000/23,000 |
Over 23,000/24,000 |
Over 24,000 |
485. Deputy Regina Doherty asked the Minister for Education and Skills the action taken by schools where a pupil requires speech and language supports in primary and post-primary schools; and the level of engagement between her Department and the Health Service Executive on this matter. [17559/15]
View answerI wish to advise the Deputy that my Department provides an extensive range of supports for pupils who require speech and language support.
This includes provision for the establishment of special classes for pupils with Specific Speech and Language Disorder (SSLD) in primary schools. The criteria for enrolment in a Special Class for pupils with SSLD is set out in my Department's Circular 0038/2007.
A full-time teacher is assigned to each class, and classes operate with a reduced pupil-teacher ratio of 7:1. In addition, an enhanced capitation grant is provided to schools operating special classes for pupils with SSLD. Eligible pupils may spend up to two years in such classes.
Pupils who are not enrolled in a special class for SSLD and who meet the criteria for Specific Speech and Language Disorder, as outlined in my Department's Circular, may qualify for additional teaching support where he/she is enrolled in mainstream school.
Pupils with mild speech and language difficulties may qualify for supplementary teaching support from within the school's general allocation of learning support/teaching support. It is a matter for individual schools to use their professional judgement to identify pupils who will receive this support and to use the resources available to the school to intervene at the appropriate level with such pupils.
The provision of health supports, including Speech and Language Therapy services, is the responsibility of the Health Service Executive. Pupils with SSLD have access to speech therapy services either through the speech and language therapy services provided in the special class setting by the Health Service Executive or through the HSE primary care service.
Finally, I wish to explain that my Department works with service-providing partners in the health and disability sectors to support the co-ordinated delivery of services to families of children with special educational needs. The interdepartmental Cross-Sectoral Team, comprising of representatives of my Department, Department of Health, Department of Children and Youth Affairs, the National Council for Special Education and the Health Service Executive, plans for co-ordinated service delivery across the disability sector.
In addition, my Department is a member of the Health and Education Steering Committee which has been established to progress the National Programme on Progressing Disability Services for Children and Young People. This Programme is based on the recommendations of the Report of the National Reference Group on Multidisciplinary Services for Children aged 5-18 Years produced by representatives of the professions and management involved in delivering multi-disciplinary services to children. The long term goal of this Programme is to bring consistency in service delivery and a clear pathway to services for all children with disabilities according to need.
486. Deputy Regina Doherty asked the Minister for Education and Skills if consideration will be given to banning vending machines in primary and post-primary schools; and if she will make a statement on the matter. [17561/15]
View answerThe results of the 2012 Lifeskills survey, which were published by my Department in February 2014, indicated that approximately 30% of post primary schools have vending machines or school shops which sell fizzy drinks, sweets and crisps. This figure was down from 35% in the 2009 survey. The 2012 survey did not find vending machines in primary schools.
The Lifeskills survey 2015 is currently underway. The results will be published before the end of 2015. This will allow the Department to track progress in relation to vending machines and other issues since 2012.
It is not my intention to legislate on the issue of vending machines. As Minister for Education and Skills I do not have the authority to dictate to schools in this manner. Schools are generally privately managed institutions which, although largely funded by the State, are relatively autonomous.
Schools are active in promoting physical activity and healthy eating among their students. This is done through Social, Personal and Health Education, Home Economics and Physical Education. We want to ensure that schools offer students healthy alternatives so that can they put their knowledge into practice and choose in an informed way.
The Department is currently finalising guidance that will issue to all schools on measures that can be taken to promote 'Healthy Lifestyles'. This guidance encompasses measures to promote healthy eating, healthy vending, as well as the promotion of Physical Education and Physical Activity. It will issue to post primary schools initially. The guidance has been drafted in consultation with the Department of Health and the HSE.
487. Deputy Regina Doherty asked the Minister for Education and Skills her plans for a digital strategy for schools; and if she will make a statement on the matter. [17562/15]
View answerWork is currently being finalised on the new digital strategy for schools and the strategy will be published before the autumn.
A number of research projects have taken place including an online census of teachers and principals, a public consultation process, focus groups with students, parents and teachers and a number of meetings with stakeholders including teacher unions, principal and management bodies, the Teaching Council, publishers and other interested parties. The findings from the detailed consultation process will be reflected in the strategy.
The main themes which emerged from the findings of the research projects are Learning, Teaching and Assessment Using ICTs, Teacher Professional Learning, Research, Policy and Leadership, ICT Infrastructure, Digital Content and Internet Safety. Recommendations will be based on these themes.
488. Deputy Regina Doherty asked the Minister for Education and Skills the progress made to date in dealing with underperforming teachers; the role the Teaching Council can play; and if she will make a statement on the matter. [17563/15]
View answerRevised arrangements to enable school boards to take appropriate steps to deal with significant difficulties that may arise regarding a teacher's professional competence and/or conduct were negotiated and agreed by the education partners in autumn 2009. These were published in Department Circulars 59/2009 & 60/2009.
Following the commencement of the Education and Training Boards Act 2013 and the Education (Amendment) Act 2012, the parties met again to align the procedures with the provisions of these Acts. Circular 0071/2014 issued in October 2014 in that context.
The procedures provide for a staged process whereby boards of management can bring their dissatisfaction with a teacher's work or behaviour to the attention of the teacher and require him/her to engage in steps to bring about improvement. When professional competence issues are raised in this process, the school must put in place an improvement plan and any necessary supports for the teacher and receive reports from the principal on the extent to which the teacher's work is improving. The Revised Procedures are intended to resolve most cases at the school-based informal or formal stages of the procedures. If, however, the school's board remains dissatisfied with the teacher's work, the Revised Procedures provide that the board should request a review of the teacher's work by the Inspectorate. The report from the Inspectorate may be used by the board in its deliberations concerning the teacher's employment.
Under the Teaching Council Act 2001, the Teaching Council is the body with statutory authority and responsibility for the registration of teachers in the State.
The 2001 Act is being amended in the Teaching Council (Amendment) Bill 2015 which is currently progressing through the Houses of the Oireachtas.
It is intended that following enactment of the Bill, Part 5 of the Teaching Council Act which deal with fitness to teach will be commenced.
Commencement will enable the Council to investigate complaints against teachers.
489. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on primary teachers being restricted from gaining their professional probation in special schools, where the full curriculum is taught; if she is aware that at present teachers in special schools or classes may only receive probation on a restricted basis, and if they transfer to a mainstream school they must undergo the whole process again; and her plans to address this matter. [17579/15]
View answerUnder the Teaching Council Act 2001, the Teaching Council is the body with statutory authority for registration of teachers including procedures and criteria for probation.
All primary teachers must complete their probation successfully before they can achieve full registration with the Teaching Council.
The Teaching Council requires teachers' practice to be evaluated in a mainstream class setting where their ability to manage a full class of pupils can be demonstrated. Boards of Management of primary schools deploy teachers within their schools.
490. Deputy Olivia Mitchell asked the Minister for Education and Skills if she will confirm that the additional costly pipe work requirements will be funded in addition to the standard grant already approved for two classrooms and three learning support rooms in respect of a school (details supplied) in Dublin 16. [17595/15]
View answerIn November, 2014 the school referred to by the Deputy was sanctioned a devolved grant under my Department's Additional Accommodation Scheme to provide two mainstream classrooms and three resources rooms.
The school has recently submitted a request for additional funding and this request is currently being considered and the school authorities will be notified of the outcome as soon as possible.
491. Deputy Pat Deering asked the Minister for Education and Skills the reason a special needs assistant (details supplied) in County Carlow, who was made redundant in 2012, will not be considered for future positions despite being fully qualified. [17607/15]
View answerAs the Deputy will be aware, a set of proposals for a public service agreement were put forward by the Labour Relations Commission which now form the Public Service Stability Agreement 2013-2016 (the Haddington Road Agreement). One aspect of this Agreement relates to supplementary assignment arrangements for Special Needs Assistants (SNAs) and as both Unions that represent SNAs namely, SIPTU and IMPACT, have signed up to the Haddington Road Agreement, my Department has implemented supplementary assignment arrangements for SNAs.
The first part of the LRC proposals for supplementary assignment arrangements for SNAs outlines that the supplementary assignment arrangements only apply to current SNAs who are notified that they are to be made redundant. Accordingly, the purpose of these arrangements is to facilitate eligible SNAs who are being made redundant by one employer in filling SNA vacancies that may become available in another school/ETB.
The detailed supplementary assignment arrangements for Special Needs Assistants (SNAs) for the 2014/2015 school year are set out in Departmental Circular 0044/2014 which issued on 12 May 2014 and which is available on the Department's website at the following address: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0044_2014.pdf With effect from 1 May 2013 once an SNA with a minimum of one year's service (Service in a substitute capacity i.e. covering for maternity leave, sick leave, career breaks, job-sharing etc. does not count) is notified by his/her employer that s/he is to be made redundant then s/he shall be deemed to be a member of a supplementary assignment panel for SNAs.
With the exception of SNAs who have been re-employed on permanent contracts or have chosen to opt out of the panel in accordance with the terms of Paragraph 6 of the circular, all SNAs who have been made redundant since 1 May 2013 are members of the SNA Supplementary Assignment Panel.
It should be noted that this does not prevent any person, including SNAs who are working in temporary or cover positions, or SNAs with less than one year's service, from applying for SNA vacancies but employers are obliged to give precedence to applicants who are members of the SNA Supplementary Assignment Panel.
When an employer has a vacancy to fill, they must undertake the recruitment process in accordance with the provisions outlined in paragraphs 12-18 of Circular 44/2014.
As the LRC proposals are part of a wider public-sector pay agreement that represent compromises by both employers and unions, I do not have the ability to alter the terms of that agreement.
Finally, my Department has set up a dedicated e-mail address to deal with all queries in relation to the SNA Supplementary Assignment Panel and any queries in respect of the operation of the Panel can be directed to this dedicated e-mail address: snasupplementpanel@education.gov.ie.
492. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she is aware that the Irish Federation of University Teachers calls for the implementation of the European Commission recommendation on improving pay transparency, which would help close the gender pay gap. [17615/15]
View answerAs Minister for Education and Skills, I am aware that the Irish Federation of University Teachers has called for the implementation of the European Commission recommendation on strengthening the principle of equal pay between men and women through transparency. Implementation of this recommendation is a matter for my colleague, the Minister for Justice and Equality.
493. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on the issue of gender inequality in the National University of Ireland Galway; and if she will make a statement on the matter. [17616/15]
View answerI have welcomed the response of NUI Galway in unreservedly accepting the ruling of the Equality Tribunal last November in the case of Dr Micheline Sheehy Skeffington, and in establishing a Task Force to address related issues. Discrimination against women in the workplace is unacceptable in any setting and the issues brought to light in that case are of serious concern to me.
The membership of the Task Force, which I understand met for the first time at the end of March, has the breadth of experience and expertise required to allow it to comprehensively examine all of the issues involved. Furthermore, I am satisfied that the ability of the Task Force to set its own terms of reference, and to operate independently of the management of the university itself, will allow the Task Force to provide strong and insightful advice on policies and practices relating to gender equality issues directly to the University's Governing Authority.
It is now the responsibility of NUI Galway to engage with the student body and staff to ensure that the Task Force has the broadest possible support for its important work.
494. Deputy Bernard J. Durkan asked the Minister for Education and Skills if she has received a submission and or representations from the authorities at a school (details supplied) in County Kildare, requesting funding for renewal of the bitmac surface on the school yard; if such works will be undertaken in the course of the summer works, or alternative emergency provisions, given the necessity to improve the surface from a health and safety point of view, and keeping in mind the need to accommodate children with special needs; and if she will make a statement on the matter. [17618/15]
View answerThe management authorities of the school referred to by the Deputy submitted an application for funding under my Department's Emergency Works Scheme for yard works.
As the scope of works for which funding is sought is outside the scope of the scheme it cannot be considered for funding. The management authority has been informed of this decision.
The school authority has recently been advised to submit a scaled down application to address urgent Health and Safety issues and as soon as this application is received it will be assessed and the school authorities notified of the outcome.
495. Deputy Charlie McConalogue asked the Minister for Education and Skills the reason an appeal submitted by a school (details supplied) in County Donegal was not upheld; and if she will reconsider the decision not to uphold the appeal; and if she will make a statement on the matter. [17681/15]
View answerThe criteria used for the allocation of teachers to schools is published annually on the Department's 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 the coming school year 2015/16 are set out in Circular 0005/2015 which is available on the website. An appeals process is also available to 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. Having considered the application in the context of the published grounds, the Board deemed the application ineligible. The school was notified accordingly.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
496. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding an application for a reader to assist a person (details supplied) in County Kerry with the leaving certificate; and if she will make a statement on the matter. [17687/15]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
The State Examinations Commission operates a scheme of Reasonable Accommodations in the Certificate examinations. Applications for such accommodations are submitted by schools on behalf of their students. Full details of the scheme are available for downloading from their website: www.examinations.ie/candidates/reasonableaccommodations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
497. Deputy Charlie McConalogue asked the Minister for Education and Skills her plans to review the tendering arrangements for school transport, in view of a European Commission ruling (details supplied); and if she will make a statement on the matter. [17688/15]
View answer511. Deputy Regina Doherty asked the Minister for Education and Skills following the ruling by the European Commission in October 2014 on the unsatisfactory tendering arrangements in place between her Department and Bus Éireann for the school transport scheme, when the recommendation from the Commission that the school transport scheme contract be put out to tender will actually commence; and if she will make a statement on the matter. [17826/15]
View answerI propose to take Questions Nos. 497 and 511 together.
Bus Éireann operates the school transport scheme on behalf of the Department. This scheme has been in existence since 1967, and is based on accounting arrangements put in place in 1975.
An investigation was launched by the Commission in 2007 after receiving a complaint that, among other activities, alleged unlawful State aid was being provided to Bus Éireann in respect of school transport services.
The Commission's Decision found that the scheme was existing aid and for this reason was not unlawful at the time the complaint was made. The Commission Decision was not a ruling on the tendering arrangements in place between the Department of Education and Skills and Bus Éireann for the School Transport Scheme.
However the Commission indicated that it would initiate dialogue with Ireland to agree on appropriate measures to ensure that the School Transport Scheme is compatible with the internal market in the future. The Department has commenced an informal dialogue with the Commission in this regard.
498. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding an extension of the current library at Mary Immaculate College, County Limerick; and if she will make a statement on the matter. [17695/15]
View answerThe needs of the College will be considered in the context of budgetary resources and having regard to competing demands.
499. Deputy Seamus Healy asked the Minister for Education and Skills if she will amend the Caranua survivor scheme to allow the children of survivors avail of education grants, which were available under the previous Nova scheme; and if she will make a statement on the matter. [17699/15]
View answerEligibility for assistance from Caranua is confined to those who received awards from the Redress Board or equivalent Court awards or settlements. This approach was taken having regard to the maximum funds available of €110 million and a potential pool of some 15,000 applicants. I intend to consider the question of a review of the arrangements relating to eligibility later this year by which time a clearer picture should have emerged regarding the uptake of the funding available.
500. Deputy Michael Ring asked the Minister for Education and Skills if a school (details supplied) in County Mayo will be approved funding for a corridor extension. [17703/15]
View answerI wish to confirm that the school referred to by the Deputy recently submitted an application for funding for the provision of a link corridor.
As the Deputy will appreciate, due to the competing demands on my Department's capital budget imposed by the need to prioritise the funding available for the provision of essential school classroom accommodation, it is not possible to provide an indicative timeframe for the progression of the proposed link corridor project for the school in question at this time.
