Written Answers Nos. 984-1000
984. Deputy Mary Mitchell O'Connor asked the Minister for Education and Skills if there are guidelines regarding whether schools should stream school sports groups based on ability; and if she will make a statement on the matter. [38080/15]
View answerThe DES does not have a policy that streams students/pupils into ability groups for sports based on ability.
All PE lessons are normally mixed ability. Differentiation should be based on the outcomes of teaching and learning and should ensure that all students are sufficiently challenged and can experience success at their particular level.
Students/pupils with special educational needs (SEN) for example should be fully included within PE lessons and challenged to achieve to the best of their ability. Some mixed schools occasionally offer separate PE activities for boys and girls in some year groups, particularly at senior cycle in post-primary schools where more independent learning opportunities are often provided. But streaming on the basis of ability rarely takes place and is not part of DES policy.
With regard to school teams which are extra-curricular etc., then there can be 'streaming' of sorts. A school might have two teams entered in a school sports competition for a similar age group, for example, one of whom might be at a higher standard than the other.
There is considerable international research regarding a phenomenon known variously as the 'relative-age effect' or the 'birthdate' effect which suggests that physical activity should group children with regard to their developmental age rather than their chronological age as there can be a wide disparity in physical size, for example, between two 11 year-old girls or two 13 year-old boys depending on whether they are pre or post puberty. This is particularly relevant with regard to contact sports. A qualified PE teacher would be expected to be aware of, and take account of, such aspects during a PE lesson and arrange groups within a class to reflect this.
985. Deputy Gerry Adams asked the Minister for Education and Skills the current number of pupil places at a school (details supplied) in County Louth; the number of available places for this school for the 2016-17 academic year; if there are any issues with the timeframe for completion of the school's new build areas, if parents of current pupils have been advised to enrol their children in alternative schools; and if she will make a statement on the matter. [38082/15]
View answerI wish to advise the Deputy that the policy of my Department is that children with special educational needs, including children with autism, should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with special educational need require more specialised interventions, special school or special class places are also available.
The Deputy will be aware that 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.
The NCSE will continue to monitor and review the requirement for special class places in particular areas and has capacity to establish such new special classes where necessary subject to the willingness of schools to open classes.
Parents can choose to enrol children with autism in an early intervention class from the age of three and where such a placement is not available home tuition is approved. Children with autism over the age of four may also be eligible for home tuition if a school placement is not available for them.
With regards to the particular school referred to by the Deputy, I understand that the school currently has an enrolment capacity for 30 pupils. Building works at this school are complete. I further understand that Louth has three other special schools who enrol children with autism. There are 14 autism special classes in mainstream schools in Louth and East Meath and the NCSE has year on year increased the number of special classes available, with agreement from schools.
I have arranged for the Deputy's request for specific detail in relation to placement availability in the school referred to, to be forwarded to the NCSE for their attention and direct reply. The NCSE is aware of a growing need for autism provision in the area and is actively liaising with schools in this context.
986. Deputy Anthony Lawlor asked the Minister for Education and Skills if she will confirm if there is a policy in place whereby a definite percentage of students sitting each leaving certificate subject will fail every year; if so, if this is a set figure, or does it change according to the year in question; if this decision is made before the paper is given to the students; her views that this policy discourages students from taking particular subjects, such as honours mathematics, which will have a negative impact on project mathematics; and if she will make a statement on the matter. [38083/15]
View answerStandards are established for new syllabuses in Ireland in advance of examining. The approach taken is sometimes described as a "college of professionals" approach. In the first instance, a group of people who are deemed to have an expert knowledge of what the students in the target audience ought to be able to achieve in the subject concerned reach a consensus regarding the content standards of the syllabus. This is achieved through the various committees in the National Council for Curriculum and Assessment (NCCA). Following on this, these content standards are then put into effect as a set of performance standards by the State Examinations Commission (SEC). Once these performance standards have been tested, reviewed and fully established, the SEC, in accordance with its Establishment Order, then endeavours to ensure that the standards remain consistent over time.
As part of its remit the SEC is charged with maintaining standards year on year and it endeavours to achieve this by the processes it has in place for the preparation of examination papers and other test items, and by the quality assurance procedures it implements at the examining and appeal stages of the state examinations.
All of the SEC's examinations are prepared in accordance with the principles outlined in the document, The Preparation of Test Items – Principles and Protocol, available on its website at www.examinations.ie. Similarly, all examinations are assessed in accordance with the key assessment principles of validity and reliability.
In order to maintain standards, the Chief Examiner for each examination takes all necessary steps to ensure that the examination paper, the marking scheme and its application combine to ensure that established standard are maintained.
Standards of achievement of large cohorts of students do not radically change in the space of a year. A certain amount of variation from year to year may happen, and a gradual change in the pattern of grades may occur over time, provided the subject experts involved are satisfied that it reflects real changes in achievement. Furthermore, syllabus change and other deliberate interventions may impact on grade patterns, as may changes to the size or composition of the cohort.
The examinations are marked by examiners, (generally experienced teachers in the subject), who work under the overall direction and management of the Chief Examiner for the subject. Examiners normally mark scripts from a number of schools. Examiners do not know either the region or the schools from which the papers they mark are drawn. They have sight only of examination centre numbers and candidate numbers, thus maintaining the anonymity of the system. There are no 'quotas' applied to the number of grades, including E, F and NG, coming from any examination centre or indeed from the overall batch of scripts allocated to any examiner or the cohort generally.
The marking process is overseen by a team consisting of the Chief Examiner, a Chief Advising Examiner and a number of Advising Examiners, who monitor and advise the examiners in their work. The Chief Examiner and the advisory team test the draft marking scheme at a two day pre-conference. During the pre-conference, the draft marking scheme is also considered in the light of commentary and correspondence from teachers, professional bodies and other interested parties, before being applied to exemplars of candidates' work.
All examiners attend at a training conference prior to commencing the marking. The training process involves the use of exemplars of candidates' work both for standardising purposes and for purposes of training examiners in the consistent application of the marking scheme. Random sampling is conducted in the early stages of the marking which serves to assist in the appropriate adjustment, clarification and refinement of the marking scheme as well as an initial quality assurance on the work of examiners. If the grade distribution differs substantially from the established norm, this is interrogated to determine the underlying factors and where appropriate adjustments may be made to the marking scheme before the full marking process executes. Once the marking scheme has been finalised, the marking proceeds, subject to rigorous ongoing monitoring of the process.
Ongoing and systematic monitoring is a critical element of the marking process. The monitoring is designed to enable each examiner to apply the agreed marking scheme consistently and accurately to all scripts. A minimum of 5% of the scripts, marked by each examiner, is monitored by Advising Examiners during the course of the marking. As a consequence of this examiners who are found to be off-standard are required to remark all scripts that had been marked to that point. This may result in grade changes. Advising Examiners are also available to the examiners for consultation and advice throughout the marking period.
The marking schemes in each Leaving Certificate subject are published shortly after the issue of the examination results and in advance of the viewing of their scripts by candidates. These are issued to all schools and are available to download from the SEC's website. The Junior Certificate marking schemes are published on the website.
A formal appeals process is provided by the State Examinations Commission. It is open to every candidate to appeal the result awarded in any particular subject. The appeals system involves a sophisticated combination of measures. Candidates are provided with the option to view the marked scripts and are also provided with the facility to comment on the marking through a dedicated form. Appealed scripts are re-marked in accordance with the same standard as applied in the initial marking, and the same marking scheme as utilised in the initial marking. Candidates may also view the appealed script after the appeal marking.
Quality assurance measures are in place at each stage of the appeal process to ensure that the marking scheme is applied fairly to the work of each candidate. If a candidate is still dissatisfied with the result after the appeals marking has concluded, he/she has recourse to a review by the Independent Appeals Scrutineers and beyond that to the Ombudsman.
987. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will review the need for a behaviour assessment for a person (details supplied); and if she will make a statement on the matter. [38107/15]
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 note that the Deputy did not identify the school that the child, the subject of the question, is currently attending and so it is not possible for me to speak to her specific identified needs. I would advise therefore that her parents be advised to raise their concerns with the school Principal with a view to raising these concerns with the assigned NEPS psychologist.
988. Deputy Gabrielle McFadden asked the Minister for Education and Skills the current status of an application for capital funding (details supplied) for additional and improved accommodation by a school; and if she will make a statement on the matter. [38112/15]
View answerI wish to advise the Deputy that the school to which she refers has made an application to my Department for capital funding for the provision of additional accommodation.
The application is being considered and a decision will be conveyed to the school as soon as the assessment process has been concluded.
989. Deputy John Lyons asked the Minister for Education and Skills further to Parliamentary Question Number 629 of 20 October 2015, the reason her Department's website does not make reference to the cumulative number of days required for a course under the vocational training opportunities scheme, contrary to the answer received in the previous parliamentary question; and since there are a number of education and training boards who also make reference to six months unemployment as eligibility criteria, and not the accurate information of 156 days, her plans to ensure that all such boards provide the number of cumulative days needed, as the current situation is causing a lot of distress to vulnerable people; and if she will make a statement on the matter. [38124/15]
View answerThe six month unemployed requirement specified in relation to the VTOS programme is predicated on the person having been unemployed during this entire period. To facilitate people who may have been working part time, the six month qualifying period, which is 156 days, can be accumulated within a period of 52 weeks subject to certain conditions. This information is available on my Department's website through the 'VTOS Handbook and Frequently Asked Questions' document. ETBs refer to this document in advising potential VTOS participants on eligibility criteria.
In order to ensure clarity in relation to the qualifying period the learner page on my Department's website has been amended to include the reference to the accumulated 156 days.
990. Deputy Micheál Martin asked the Minister for Education and Skills if she will advise on the status of an application for a grant from Student Universal Support Ireland by a person in County Meath (details supplied); the timeframe for a decision; if she appreciates the financial difficulties that this family is facing due to the delay in processing same; and if she will make a statement on the matter. [38142/15]
View answerAs part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service compliments the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. SUSI are responding to email queries within a matter of days.
If an individual applicant considers that she/he has been unjustly refused a student grant or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.
991. Deputy Bernard J. Durkan asked the Minister for Education and Skills notwithstanding a reply to a previous parliamentary question, the second level school placement options currently available to the child of a person (details supplied) in County Kildare who is diagnosed with autism, is aged 13, and has been unsuccessful to date in obtaining a place in a second level school with provision for autism; and if she will make a statement on the matter. [38153/15]
View answerThe 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.
Children with autism over the age of four may be eligible for home tuition if a school placement is not available. In this regard I understand that a home tuition application has been approved for the child in question.
The NCSE has advised that the local SENO is actively liaising with the schools in the area and is also engaged with the parent of the child referred to by the Deputy with a view to securing a school placement.
I have arranged for the Deputy's request for specific detail on provision for the child to be forwarded to the NCSE for their attention.
992. Deputy Jerry Buttimer asked the Minister for Education and Skills the details of funding provided to schools in County Cork for capital works since March 2011; including the purpose of the funding; when construction was completed, or when it is forecast to be completed; and if she will make a statement on the matter. [38160/15]
View answerThe capital funding issued to schools in the primary and post-primary sectors in County Cork in the years 2011 to 2015 is as follows:
PRIMARY
2011 - €24.8m
2012 - €23.8m
2013 - €31.1m
2014 - €37.4m
2015 - €13.0m
POST-PRIMARY
2011 - €6.4m
2012 - €7.0m
2013 - €14.2m
2014 - €16.2m
2015 - €26.3m
It is not possible to provide the data/information requested in respect of all schools within a county. However, if the Deputy wishes to nominate a specific school, I would be happy to provide the level of capital funding issued in such an instance and when construction was completed or when it is forecast to be completed.
993. Deputy Jerry Buttimer asked the Minister for Education and Skills given the increasing enrolment in primary schools annually, if she will provide an update on the projections, in terms of attendance and school buildings, her Department has made for each of the next five years; the costings that are attached to these projections in terms of buildings; teachers; and resources; and if she will make a statement on the matter. [38163/15]
View answerMy Department's latest published projections of primary pupil enrolment indicate a pupil increase of the order of some 29,000 pupils between 2014/15 and 2018/19. These projections are published on my Department's website. My Department is currently reviewing the latest nationwide demographic data to assess where further additional provision may be required at primary level.
As the Deputy may be aware, earlier indicative figures of the cost of providing for demographics were set out in an analytical paper compiled by the Irish Government Economic and Evaluation Service and published by the Department of Public Expenditure and Reform in the context of Budget 2013. The link to this paper is at the following address: http://igees.gov.ie/wp-content/uploads/2013/06/Final-Budget-Expenditure-Report-Educational-Expenditure.pdf. I understand that an updated version of this paper will shortly be completed by that Department.
This paper calculated the impact of demographics in terms of teacher numbers in schools and of the cost of capitation grant payments. It estimated additional costs in this regard of some €207 million arising between 2016 and 2021. In addition to these costs, there would also be impacts on other areas such as special needs expenditure, school transport and student grants. Demographic pressures will also create pressures on school accommodation and consequent pressure for capital investment. Much, however, will depend in this regard on the location and distribution of the additional pupil numbers.
In November 2011 under the Infrastructure and Capital Investment Framework a total over €2.2 billion was allocated to the Education sector of which over €2 billion was assigned to the schools sector (Primary and Post-Primary). In addition to large scale projects, this allocation also provided for permanent classrooms under the devolved Additional Accommodation and Prefab Replacement Schemes where smaller sized projects are capable of addressing increased enrolment numbers.
Significant capital funding will be invested in the education system through the Government's €27bn capital programme announced on 29 September last. Over the next six years some €3.8bn in direct funding will be invested in education projects. An additional €200m in PPP funding over the lifetime of the capital programme will result in more than €4bn in public investment. It is planned to announce the large-scale projects to be advanced over the period 2016 to 2021 shortly.
995. Deputy Finian McGrath asked the Minister for Education and Skills if the embargo on third level teachers returning to teach part-time still exists; and if she will make a statement on the matter. [38238/15]
View answerSince the introduction of the moratorium on public sector recruitment, an Employment Control Framework (ECF) has been in place for the higher education sector which provides institutions with considerable flexibility to fill vacancies, through recruitment or promotions on the basis of meeting an overall ceiling of posts. Under this Framework the re-employment of retired staff should only occur in very limited exceptional circumstances and in these cases the salaries offered may not exceed 20% of the full-time salary of the post of the individual at the time of their retirement, adjusted to reflect the application of Government pay policy in the period since their date of retirement – including in particular the application of salary adjustments imposed under the Financial Emergency Measures in the Public Interest (No. 2) Act 2009. Any such proposed arrangements must be notified in advance to the Higher Education Authority.
In Budget 2015, the Minister for Public Expenditure and Reform announced that the existing ECFs and associated moratoriums would be lifted and replaced with a system of delegated sanction for recruiting and promoting up to Principal Officer level, subject to adherence by Departments to binding 3 year pay ceilings and ongoing compliance with Workforce Planning requirements. In light of this announcement a new ECF for the higher education sector will be put in place shortly, however, it is expected that much of the basic principles of the existing ECF will remain.
996. Deputy Clare Daly asked the Minister for Education and Skills what options are open to people who are not happy with the decisions that Caranua make; if she is satisfied with this situation; and if she will make a statement on the matter. [38241/15]
View answerCaranua is an independent statutory body established under the Residential Institutions Statutory Fund Act 2012.
Decisions of Caranua may be appealed to the independent Appeals Officer appointed under section 21 of the 2012 Act. The Appeals Officer has dealt with 82 cases to date. The 2014 annual report of the Appeals Officer is in the public domain and can be accessed at www.caranua.ie.
Caranua have a Customer Service Charter and Feedback and Complaints Policy which can also be accessed on the organisation's website. The website allows applicants to provide feedback, submit comments and make formal complaints in cases where there is dissatisfaction with the quality of service provided.
Caranua also comes within the scope of the Ombudsman Acts 1980 to 2012 and its administrative actions are subject to review by the Ombudsman.
I am satisfied that there are sufficient options available for applicants to Caranua to appeal decisions if they are dissatisfied with the outcome of their applications.
997. Deputy Michael McGrath asked the Minister for Education and Skills the changes she is planning to introduce regarding the school admissions policy; when she expects these changes to be in place; and if she will make a statement on the matter. [38242/15]
View answerThe Education (Admission to Schools) Bill 2015, which was published in April of this year and is on the Government's legislative programme for enactment in this session, introduces a number of important changes to make enrolment policies fairer and more transparent.
These changes include new powers for the National Council for Special Education (NCSE) and the Child and Family Agency to designate a school place for children who have no school place. The Bill will also enshrine in law a ban on schools charging parents to apply for a place in school.
The Bill, while including provision for single sex schools and denominational schools to reflect in their admission policy the exemptions applicable to such schools under equality legislation, provides for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion. The Bill also requires schools to publish an enrolment policy which will include details of the school's arrangements for students who do not want to attend religious instruction.
The Bill seeks to strike an appropriate balance between school autonomy and the interests of parents in our education system. This can be achieved through regulations that foster greater transparency and consistency in terms of how schools communicate and interact with parents. To that end the Bill sets out clearly matters relating to enrolment that regulations may address. The regulations have not been finalised; following enactment of the Bill, the draft regulations will be updated and published for consultation with the relevant education partners.
998. Deputy John McGuinness asked the Minister for Education and Skills the status of an application for funding for an extra classroom and hall at a school (details supplied) in County Carlow; if approval and funding will be provided in 2016; and if she will make a statement on the matter. [38243/15]
View answerI wish to advise the Deputy that my Department has no record of receiving an application for additional accommodation from the school in question. It is open to the school to submit an application if they have identified a deficit of classroom accommodation to meet increasing enrolments or to accommodate an additional teacher appointment. Application forms can be accessed on my Department's website www.education.ie.
999. Deputy Michael McGrath asked the Minister for Education and Skills if she will arrange for a substantive reply to correspondence issued to her Department on 23 September 2015 regarding school transport, which was acknowledged by her Department - Ref: 1504723 AK - on 25 September 2015, and further acknowledged by the Minister of State, Deputy Damien English - Ref: MS 724/15 - on 28 September 2015. [38247/15]
View answerBus Éireann is obliged to tender all works, goods and services in line with the European Directives on public procurement, which includes school transport services performed by contractors under the School Transport Scheme.
Tenders are evaluated on the basis of the award criteria which consists of both Price and Quality of Service. The experience of the driver(s) assigned to perform the service(s) is part of this award criteria, and while previous experience with the company is taken into account Bus Éireann is not permitted to conduct a process which provides an incumbent operator with an unfair advantage.
All buses operating under the School Transport Scheme are required to have a valid annual roadworthiness test certificate. In addition, the services of internationally recognised experts in the field of vehicle maintenance systems and safety standards are engaged by Bus Éireann to conduct inspections on school buses. These inspections are designed to complement annual statutory vehicle examinations as an additional measure designed to ensure that vehicles and maintenance records are maintained to appropriate standards, consistent with RSA guidelines, in the period between annual statutory tests.
I can assure the Deputy that the safety of children travelling on the school transport service continues to be of paramount importance to my Department and Bus Éireann.
1000. Deputy Michael McGrath asked the Minister for Education and Skills the progress in identifying and securing a permanent site for a primary school (details supplied) in County Cork; when construction of the new school will commence; and if she will make a statement on the matter. [38251/15]
View answerAs the Deputy is aware, my Department is working closely with Cork County Council under the Memorandum of Understanding for the acquisition of school sites, towards the acquisition of a permanent site to meet the needs of the school to which he refers.
The acquisition of the site is advancing and once it is complete, the school building project will be progressed into architectural planning.
