Tuesday, 17 May 2016

Written Answers Nos. 255-281

Special Educational Needs Service Provision

Questions (255)

John McGuinness

Question:

255. Deputy John McGuinness asked the Minister for Education and Skills to expedite and approve a special needs assistant for a person (details supplied). [9471/16]

Written answers

Minister for Education and Skills

The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. The NCSE operates within my Department's criteria in making recommendations for support, which is set out in my Department's Circular 0030/2014.

The Circular sets out the role of medical/ other professional reports and recommendations by medical/ other professionals in the context of consideration of applications for SNA support by the NCSE. The Circular explains that, while professional reports provide valuable assistance to education providers in identifying a diagnosis or identifying appropriate interventions, responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support pupils with special educational needs resides with the NCSE through the SENO.

All schools were asked to apply for SNA support for the 2016/17 school year by 29th February 2016. The NCSE continues to accept applications in recognition that enrolments may not have been completed or where assessments were not completed. The NCSE will consider these applications and make further allocations to schools in respect of valid applications which have been received to September.

The NCSE will advise all schools of their allocations for SNA support for 2016/17 before the end of the current school year.

It should also be noted that SNA allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs.

All schools have the contact details of their local SENO, while parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on the NCSE website.

As the Deputy's question relates to the allocation of SNA support by the NCSE to an individual child, I have referred this question to the NCSE for their consideration and direct reply to the Deputy.

Teachers' Remuneration

Questions (256, 286, 345)

Eamon Scanlon

Question:

256. Deputy Eamon Scanlon asked the Minister for Education and Skills to address pay inequality among new entrant primary school teachers; to reinstate allowances for additional qualifications; and if he will make a statement on the matter. [9493/16]

Michael McGrath

Question:

286. Deputy Michael McGrath asked the Minister for Education and Skills to respond to and address a matter raised in correspondence (details supplied); and if he will make a statement on the matter. [9795/16]

Eugene Murphy

Question:

345. Deputy Eugene Murphy asked the Minister for Education and Skills when the review of the new teacher pay scale will be reviewed and restored. [9924/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 256, 286 and 345 together.

As a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. A previous Government reduced the salaries and allowances payable to all new entrants to public service recruitment grades (including teachers) by 10% with effect from 1 January 2011. This decision also required that such new entrants would start on the first point of the applicable salary scale, which in the case of teachers had the effect of reducing their starting pay by a further 4-5%. Later in 2011, the Government placed a cap on the overall level of qualification allowances that could be earned by teachers.

Subsequently in 2012, following the public service-wide review of allowances, the Government withdrew qualification allowances for new teachers altogether. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale. Overall, the removal of qualification allowances had the effect of further reducing the pay of new entrant teachers by between 5 and 7 percent.

The measures above – which applied to new entrants only and which were in addition to the pay reductions imposed on public servants generally - were implemented at a time of extraordinarily difficult financial and budgetary circumstances for the State. It is estimated that some 6,700 teachers who entered the profession since 2011 have been affected by the measures.

The Haddington Road Agreement re-aligned the pay scale for teachers who entered teaching between 1 January 2011 and 31 January 2012 with that of pre-2011 entrants. An improved pay scale for post-1 February 2012 entrants was also agreed and implemented under the terms of that Agreement. The Lansdowne Road Agreement will begin the process of restoring the reductions to public service pay which were implemented over recent years. The flat-rate increases contained in the Agreement are proportionately more favourable to new entrants to teaching (who are lower on the pay scale) than to longer serving teachers.

In addition, the Government has committed to establishing a Public Service Pay Commission to examine pay levels across the public service, including entry levels of pay.

Schools Building Projects Status

Questions (257)

Seán Fleming

Question:

257. Deputy Sean Fleming asked the Minister for Education and Skills to set out the status of a school project (details supplied); to meet the board of management to finalise plans; and if he will make a statement on the matter. [9620/16]

Written answers

Minister for Education and Skills

I can confirm to the Deputy that the school in question has a major building project included in my Department's 6 Year Capital Programme, due to go to construction in 2018.

As the Deputy is aware, the school concerned submitted a proposal through its Patron to relocate the school within the Portlaoise area to meet its long term accommodation needs. In that regard, my Department has undertaken a technical site visit to examine the proposed alternative location. In addition, my Department has met with the NCSE (National Council for Special Education) to discuss the future demand for special school places in the Portlaoise area.

My Department is currently formulating the Schedule of Accommodation and the Brief for the project, which will take into account the options available to the school. My Department is in ongoing contact with the school in this matter. When this work is finalised, my Department will be in further contact with the school authority.

Student Grant Scheme Eligibility

Questions (258)

Charlie McConalogue

Question:

258. Deputy Charlie McConalogue asked the Minister for Education and Skills to provide funding to assist a third level student with a placement which is to be undertaken in Europe as part of a course; and if he will make a statement on the matter. [9623/16]

Written answers

Minister for Education and Skills

The decision on eligibility for a student grant is a matter for the relevant grant awarding authority.

The Deputy will appreciate that in the absence of all of the relevant details that would be contained in an individual's application form, including those relating to nationality, residency, previous academic attainment and means, it would not be possible for me to say whether or not a student would qualify for a grant or what level of grant would be appropriate.

In general terms, eligible candidates may receive funding provided they are attending an approved course at an approved institution as defined in the scheme. Students who are attending undergraduate courses in an EU Member State can apply for a maintenance grant in respect of an approved course which is being pursued in an approved institution. The student grant scheme does not extend to postgraduate courses pursued outside of Ireland.

Where grant holders, as part of their approved course, are required to attend foreign university courses for a period of up to one year, a maintenance grant may continue to be paid provided the period abroad does not affect the normal duration of the approved course. In such circumstances, the higher non-adjacent rate of maintenance grant is payable for the duration of the grant holder's study abroad.

School Curriculum

Questions (259)

Patrick O'Donovan

Question:

259. Deputy Patrick O'Donovan asked the Minister for Education and Skills to outline the consultation that took place in advance of the change in cycling training for primary schools that is funded through the Road Safety Authority; and if he will make a statement on the matter. [9626/16]

Written answers

Minister for Education and Skills

The objectives in the Primary SPHE curriculum which relate to cycling and keeping safe when travelling are part of the strand 'Myself'. Within this strand is a unit called 'Safety and Protection'. The pupils learn about the theory relating to road safety while studying this unit.

Practical cycling training is a non-curricular activity. The Department of Transport, Tourism and Sport is responsible for the national cycling training standard. My Department took part in the Working Group on the Establishment of a National Certificate for Cycling for School Children which was run by the Department of Transport, Tourism and Sport.

'Cycle Right' is the new National Cycling Training Standard which will bring current and future training activity in under a best-practice standard going forward. 'Cycle Right' is an initiative of the Department of Transport, Tourism and Sport, in association with Cycling Ireland and other interested parties such as the RSA, An Taisce Green Schools, An Garda Síochána, Cyclist.ie, Coaching Ireland and various Local Authorities and Local Area Sports Partnership.

'Cycle Right' is currently being piloted and existing providers have been given the opportunity to train to the new standard, followed by opportunities for those fresh to the training profession.

The planned launch for Cycle Right, the National Cycling Training Standard is scheduled for September 2016.

State Examinations Reviews

Questions (260)

Peter Burke

Question:

260. Deputy Peter Burke asked the Minister for Education and Skills to set out the status of the implementation of the junior cycle reform, including the issue of revised correction arrangements and additional responsibility for teachers; and if he will make a statement on the matter. [9502/16]

Written answers

Minister for Education and Skills

Assessment arrangements for the new Junior Cycle are set out in the Framework for Junior Cycle 2015, which was published in August 2015, based on the revised junior cycle proposals that were published in summer 2015 following the conclusion of intensive discussions and signed agreement with the leadership of the two second level teaching unions.

New subject specifications will be introduced for all junior cycle subjects. The new specifications will be introduced on a phased basis over the course of the implementation period. Subjects will normally be assessed through a combination of two Classroom-Based Assessments (CBAs) assessed by teachers, an Assessment Task in each subject assessed by the State Examinations Commission (SEC), and a final examination also administered and marked by the SEC.

My Department issued a circular in March clarifying all aspects relating to the implementation of the Framework for Junior Cycle 2015, including the assessment arrangements. For Junior Cycle English all schools are expected to implement and deliver the new learning and assessment arrangements as outlined in the English specifications which came into effect (for first years) from September 2014.

School Staff

Questions (261)

John McGuinness

Question:

261. Deputy John McGuinness asked the Minister for Education and Skills to expedite and approve an additional teacher for a school (details supplied), based on the detailed information submitted. [9487/16]

Written answers

Minister for Education and Skills

The criteria used for the allocation of teaching posts for the 2016/2017 school year is set out in the Staffing Schedule (Circular 0007/2016) which is available on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the 30 September 2015.

The staffing arrangements include an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. Details of the criteria for appeal are contained in the published staffing arrangements, Circular 0007/2016.

The school referred to by the Deputy has submitted an appeal to be considered at the May meeting of the Primary Staffing Appeals Board. This meeting will be held later this month and the school will be notified of the decision of the Appeals Board in due course.

The Appeals Board operates independently of the Department and its decision is final.

Emergency Works Scheme Applications

Questions (262)

Caoimhghín Ó Caoláin

Question:

262. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills if he is aware of a situation in a school (details supplied) where during the course of renovations to its playground it was discovered that the wastewater facilities were in a bad state of repair; that his Department was immediately informed of this but the school was informed that there were no funds left to assist with an upgrade; whether this is a health and safety hazard for staff and pupils and if he needs to urgently address it; to intervene and advise the school on the necessary steps to ensure that the wastewater system is repaired as soon as possible; and if he will make a statement on the matter. [9593/16]

Written answers

Minister for Education and Skills

The school to which the Deputy refers applied for funding under my Department's Emergency Works Scheme (EWG) for a new waste water treatment system.

The appropriate funding mechanism for this type of work is the Summer Works Scheme (SWS) and it is a condition of this scheme that schools apply for the most urgent works needed at their school. However, the school in question applied for car parking under SWS 2016/2017 knowing that there may be problems with their sewerage system since early 2014.

The Emergency Works Scheme is not meant to supplement the Summer Works Scheme or vice versa. As the school in question considered car parking to be their highest priority their emergency works application was refused.

Schools Building Projects Status

Questions (263)

Colm Brophy

Question:

263. Deputy Colm Brophy asked the Minister for Education and Skills to set out the status of the progression of a new school build (details supplied) scheduled to be constructed in 2015; the reason for the delay; and if he will make a statement on the matter. [9536/16]

Written answers

Minister for Education and Skills

My Department is currently in the process of securing the site for the school building project to which the Deputy refers.

In tandem with the site acquisition process, the design work for the school has been advanced so the application for planning permission can be submitted as the site acquisition is closed.

Once the site has been acquired and planning permission secured, the project will then be progressed to tender and construction stages.

Special Educational Needs Service Provision

Questions (264)

Billy Kelleher

Question:

264. Deputy Billy Kelleher asked the Minister for Education and Skills when he will issue a roll number to a centre for autism (details supplied) in Carrigaline in County Cork which has submitted an application for a special school for children on the autism spectrum disorder. [9647/16]

Written answers

Minister for Education and Skills

New schools are established to meet demographic demand. In general, the Department's policy is to integrate children with special educational needs into the mainstream school system wherever possible. Many of our schools have special education units included within them. However, special schools are also necessary to meet the educational needs of pupils whose needs cannot be adequately catered for in a mainstream school.

The need to establish a new special school would be identified by the National Council for Special Education in conjunction with the Department. My Department is currently aware that there is an emerging need for Special School placement options in County Cork and consideration of how this need can be met is currently underway.

Special Educational Needs Staff

Questions (265)

Tony McLoughlin

Question:

265. Deputy Tony McLoughlin asked the Minister for Education and Skills to set down the number of new special needs assistants he is allocating to counties Sligo, Leitrim, Cavan and Donegal out of the 610 announced in 2015; and if he will make a statement on the matter. [9676/16]

Written answers

Minister for Education and Skills

From 2000 the number of SNAs provided to support children with Special Educational Needs has grown from 1,495 to 12,040 in 2016. This growth in numbers has supported the development of over 1,000 special classes in mainstream primary and post primary schools and has supported children's participation in mainstream classes while also maintaining support for children in special schools.

Recent years have seen an increase in the number of SNAs from 10,575 posts in 2011 to 12,040 to June 2016. In the same period the number of children accessing SNA support has grown from approximately 22,000 to some 30,000 by the end of 2015. The increase in SNA numbers has been supported by a very significant increase in the Budget for SNAs, rising from €332 million in 2011 to €402 million by the end of 2015.

Budget 2016 provided an additional 100 posts to meet additional demand arising from January to June 2016, bringing the total number to 12,040. This is a higher level of Special Needs Assistant (SNA) support than ever before, which will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.

The NCSE has published details of SNA allocations for schools from 2012 to 2015 on its website, which are available to view on a per county basis, including counties Sligo, Leitrim, Cavan and Donegal. Details of allocations can be accessed using the following link: http://ncse.ie/statistics.

All schools were asked to apply for SNA support for the 2016/17 school year by 29th February 2016. The NCSE continues to accept applications in recognition that enrolments may not have been completed or where assessments were not completed. The NCSE will consider these applications and make further allocations to schools in respect of valid applications which have been received to September.

The NCSE will advise all schools of their allocations for SNA support for 2016/17 before the end of the current school year.

Summer Works Scheme Eligibility

Questions (266)

Jim Daly

Question:

266. Deputy Jim Daly asked the Minister for Education and Skills to accept a late application for electrical works from a school under the summer works scheme which missed the deadline due to a genuine administrative error; and if he will make a statement on the matter. [9597/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the closing date for receipt of applications for the Summer Works Scheme 2016 / 2017 via the Department's on-line Esinet Portal was 2nd December 2015. I regret that it is not possible to consider a late application.

School Staff

Questions (267)

Joe Carey

Question:

267. Deputy Joe Carey asked the Minister for Education and Skills to set out the status of the moratorium on posts of responsibility within schools, including his plans to change this; and if he will make a statement on the matter. [9652/16]

Written answers

Minister for Education and Skills

There are limited alleviation arrangements in place for schools that are acutely affected by the impact of the moratorium at Assistant Principal level. These arrangements are mainly focused at post-primary level. However, it is fair to say that before the moratorium, notwithstanding the fact that one out of every two teachers held a management allowance the workload issue and the pressures on Principals and Deputy Principals existed.

Simply lifting the moratorium as extra funding becomes available in future years is not the best way of improving how school leadership is distributed in our schools. School leaders have a key role to play in determining the shape of our schools and student outcomes. Leading on curricular change and change management are key challenges for every school leader. The challenge for schools and the Department is therefore to build a leadership partnership that is fit for 21st century Ireland and school context.

Economic constraints and the moratorium on recruitment, albeit alleviated to some extent for schools, have presented challenges within the education sector. They also provide an opportunity to review the role of the principal so that our principals are leaders of learning, and to reconfigure the middle management structure to support principals in their role, ensuring ownership of responsibility rather than tasks, thereby building expertise and supporting a career path within the profession.

The Department, in consultation with the representative management bodies has commenced an exploration of the opportunities to support and thereby advance our understanding of the needs of school leaders and how they might be addressed.

As part of the 2,260 additional teaching posts announced in Budget 2016, 250 of these posts are being provided to second level schools to enable Deputy Principals to be freed up from teaching time and be more fully available to assist the school principal with the leadership of the school. Up to now only schools with at least 500 students received an allocation to free up the Deputy Principal.

With effect from 01 September 2016, second level schools with over 400 students will receive an allocation that will bring those schools in line with the schools that have over 500 pupils where the Deputy Principal is fully freed up. A pro rata allocation of additional hours to support school leadership will also be provided to the schools with 400 or fewer students enrolled. At primary level Budget 2016 provides for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school and effective from the start of the 2016/17 school year.

Educational Disadvantage

Questions (268)

Jonathan O'Brien

Question:

268. Deputy Jonathan O'Brien asked the Minister for Education and Skills to set out the status of the review of the delivering equality of opportunity in schools scheme. [9697/16]

Written answers

Minister for Education and Skills

A process to review the DEIS – Delivering Equality of Opportunity in Schools –Programme has been ongoing since its announcement by the Minister for Education and Skills in April 2015. The overall scope of the Review is to assess the existing DEIS Programme in the context of evaluations to date and any relevant policy and other developments, in order to inform future policy on educational disadvantage.

The majority of the review work programme is scheduled for completion by the end of the current school year – 2015/16. The DEIS review process includes Working Groups to advise on the range of supports available to all schools and pupils from across the State and NGO sectors. It also includes a Technical Working Group charged with developing a new identification process for schools.

Teacher Redeployment

Questions (269)

Mattie McGrath

Question:

269. Deputy Mattie McGrath asked the Minister for Education and Skills if he is aware of the challenges facing teachers under the existing panel process who are seeking redeployment to a different location; to amend the regulations to allow more flexibility; and if he will make a statement on the matter. [9744/16]

Written answers

Minister for Education and Skills

The core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. The redeployment of all surplus permanent teachers is key to the Department's ability to manage within its payroll budget and ceiling on teacher numbers.

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. The redeployment arrangements are published annually in the staffing circular which is placed on the Department website. The redeployment arrangements for the 2016/17 school year are set out in Circular 0007/2016 which is available on the website. The arrangements for access to the supplementary panel were published in Circular 0058/2015 which is also available on the website.

The staffing and redeployment process for the 2016/17 school year is currently underway in my Department.

Redeployment panels are drawn up on a diocesan basis for Catholic panels, diocesan/united diocesan basis for Church of Ireland panels and on a national basis for other patron bodies. The detail relating to numbers on individual redeployment panels is placed on the Department website when the panels are published each year.

Outside of this process the administration of transfer requests from teachers placed on redeployment panels is at the discretion of individual panel operators (i.e. the patron bodies).

Early Childhood Care and Education

Questions (270)

Martin Kenny

Question:

270. Deputy Martin Kenny asked the Minister for Education and Skills why the level 7 course in child care run by Carlow Institute of Technology which has been sanctioned by the Department of Children and Youth Affairs for the higher level of capitation under the early childhood care and education scheme in early March 2016 was removed from the higher capitation grant at the end of March 2016 (details supplied). [9673/16]

Written answers

Minister for Education and Skills

The qualifications list setting out eligible qualifications for higher capitation funding from the Department of Children and Youth Affairs is the responsibility of my colleague, the Minister for Children and Youth Affairs. My Department plays an advisory role in this respect. It should be noted that early years services with graduates from this programme over the two years of its operation to date remain eligible to apply for higher capitation grants. This matter is currently under consideration by both Departments, in consultation with Carlow Institute of Technology.

School Patronage

Questions (271)

Lisa Chambers

Question:

271. Deputy Lisa Chambers asked the Minister for Education and Skills to outline the progress he has made on the forum on patronage and pluralism recommendation for a protocol for an inclusive school; the section in his Department which is leading on implementing this recommendation; if he has discussed this protocol with educational stakeholders; and if he will make a statement on the matter. [9757/16]

Written answers

Minister for Education and Skills

The new Programme for Government commits the Government to strengthening parental choice and diversity in our school system in order to ensure that it reflects the diversity of modern Ireland. This includes a commitment to aim to increase the number of non-denominational and multi-denominational schools to 400 by 2030.

The Forum on Patronage and Pluralism in the primary school sector, which issued its report in 2012, recommended steps that could be taken to ensure that the education system can provide a sufficiently diverse number and range of primary schools to cater for children of all religions and none.

The Report's recommendations covered a number of different areas including those dealing with the creation of more inclusive schools. While this is a particular issue in areas where the population is such that there is only one school (often under denominational patronage) catering for the entire population, the Forum made recommendations with regard to all schools in relation to including pupils of different religions, beliefs and traditions in the school.

A public consultation on inclusiveness in primary schools was held in Autumn 2013. Views of parents, in particular, were sought on issues such as how best to accommodate students of various belief systems and traditions within existing schools, and having school policies on the conduct of religious celebrations and the display of religious symbols.

A paper, entitled "Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions", which took account of the public consultation, was published in 2014. The paper outlined good practice and options for promoting diversity in schools, in particular in relation to:

- The right to opt out of religion classes;

- Scheduling of Religion Classes and other Religious Activities;

- Options for Pupils in relation to Religious Ceremonies of the Ethos of the School;

- Celebration of Religious Festivals; and

- Display of Religious Artefacts.

The paper acknowledged that each school should arrive at solutions that suit its own particular context. It also noted that this is an evolving situation and that practices may evolve over time as circumstances change.

Officials in my Department continue to engage with stakeholders on these matters.

Summer Works Scheme Applications

Questions (272, 273)

John Brady

Question:

272. Deputy John Brady asked the Minister for Education and Skills why a school (details supplied) has received no communication in response to its application for an upgrade of its electrical system under the delivering equality of opportunity in schools scheme summer works. [9721/16]

John Brady

Question:

273. Deputy John Brady asked the Minister for Education and Skills to set out the status of an application by a school (details supplied) for extra classroom accommodation under the delivering equality of opportunity in schools scheme. [9722/16]

Written answers

Minister for Education and Skills

I propose to take questions 272 and 273 together.

The Deputy will be aware that details of the successful applicants under the Summer Works Scheme (2016-2017) were announced on 28th April last, details of which are published on my Department's website, www.education.ie. €30 million of the €80 million announced for the multi-annual Summer Works Scheme (2016-2017) is now being allocated for vital gas works and electrical upgrades in schools. I am pleased to advise the Deputy that funding has been allocated to the school to which he refers to undertake electrical improvements. The school can access a written decision on my Department's on-line Esinet Portal.

I wish to advise the Deputy that the school in question has submitted an application to my Department for additional accommodation under my Department's additional accommodation scheme. The application concerned is being assessed and a decision will be conveyed to the school authority as soon as this process has been finalised.

SOLAS Training and Education Programmes

Questions (274, 277, 279)

Gerry Adams

Question:

274. Deputy Gerry Adams asked the Minister for Education and Skills the rationale for the proposed changes to the SOLAS tendering process for contracted training; if the key determining factor in the tendering procedure is the level of turnover achieved by the training providers in the past three years; and if he will make a statement on the matter. [9715/16]

Gerry Adams

Question:

277. Deputy Gerry Adams asked the Minister for Education and Skills the consultation process undertaken prior to the proposed implementation of changes to the SOLAS tendering process for contracted training; how many of SOLAS existing training providers were included in the consultation; and the selection process in this regard. [9716/16]

Gerry Adams

Question:

279. Deputy Gerry Adams asked the Minister for Education and Skills to place a moratorium on the change to the SOLAS tendering process for contracted training and to meet with representatives of the newly formed Contracted Training Tender List Forum, a newly formed representative body for companies currently on the tender list. [9717/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 274, 277 and 279 together.

This is an operational matter for SOLAS and the Education and Training Boards.

SOLAS have advised that in 2013, through an e-tender notification, it established a panel and managed the pre-qualification process for the provision of contracted training for the Education and Training Boards (ETBs). This panel is due to expire in March 2017.

A new procurement framework for the delivery of the required service will be established by the Office of Government Procurement (OGP) and operated by the ETBs for the purpose of delivering contracted training services.

The ETBs facilitated by SOLAS and the OGP have developed a draft policy that will support the procurement of the service and will provide significant advantages and improvements over the current system for the operation of Contracted Training across the country. It will also bring the procurement of contracted training in line with the requirements of new EU directives in this area.

I understand that the following approaches were included to ensure that small and medium sized businesses retain the opportunity to be listed on the new framework:

- Significant reduction in the turnover requirements regarding the financial capacity for applicants

- Limiting the number of lots for which a larger company can apply

- Limiting the minimum number of businesses that will be listed

- Providing a viable sub-contracting option at tender stage and for specific technical contracts, to ensure that small businesses can avail of additional opportunities if they are not listed on the framework

- Encouraging joint venture options by early notification of upcoming changes

I am informed that the draft proposal for the operation of the framework was then the subject of an extensive consultation process. As part of the consultation process the OGP posted a PIN (Prior Information Notice) in February this year the purpose of which was to inform the market that there is an upcoming change to Contract Training and to take note of the subsequent notices regarding these proposed changes. All current providers and other interested parties were invited to a briefing session on Monday 21st March at which SOLAS briefed the attendees on the upcoming changes. All current providers were also invited to provide feedback on the draft proposal for the operation of the framework by the end of April. I understand that 34 responses were received, including one from the CTTL Forum.

Student Grant Scheme Applications Data

Questions (275)

Louise O'Reilly

Question:

275. Deputy Louise O'Reilly asked the Minister for Education and Skills to set out the number of students in receipt of Student Universal Support Ireland support in County Dublin and elsewhere, in each of the years since the support was established; and if he will make a statement on the matter. [9726/16]

Written answers

Minister for Education and Skills

The number of students in receipt of a student grant from SUSI can vary over the course of the year as students go into payment or have their payment suspended for various reasons including that they are no longer continuing on their course. Therefore a more accurate reflection of the position may be the number of SUSI awards by academic year.

The following table provides a breakdown by academic year of the number of applicants awarded a SUSI grant together with the number of applicants who were awarded a SUSI grant whose normal residence for the purposes of the scheme is a Dublin address. The data in the table has been provided to my Department by SUSI.

Academic Year	Total SUSI Grants Awarded	Total SUSI Grants Awarded (Dublin*)
2012/13	40,581	7,658
2013/14	59,821	11,474
2014/15	75,202	14,264
2015/16	83,350	15,332

*student grants awarded where the applicant’s normal residence for the purposes of the scheme is a Dublin address.

National Educational Psychological Service

Questions (276)

Charlie McConalogue

Question:

276. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will allocate additional educational assessments for dyspraxia to primary schools, given that the waiting list for pupils in County Donegal to get assessments carried out followed by a diagnosis is very long, causing parents to have to go private; and if he will make a statement on the matter. [9719/16]

Written answers

Minister for Education and Skills

By way of information I can inform the Deputy that my Department over the course of the recent economic difficulties has not only maintained the psychologist staffing levels within NEPS but increased them by some 10% since 2008.

I 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 can inform the Deputy that the formal diagnosis of Dyspraxia falls within the province of local HSE clinical services with NEPS psychologists providing advice to parents and school authorities as to the appropriate referral path.

I would advise that where there are concerns in relation to the educational development of pupils including those referred to in Deputy's question these should be raised by their parents/guardians, in the first instance, with the Principal of the relevant school(s), with a view to the Principal discussing the situation with the assigned NEPS psychologist.

Question No. 277 answered with Question No. 274.

Special Educational Needs Service Provision

Questions (278)

Jonathan O'Brien

Question:

278. Deputy Jonathan O'Brien asked the Minister for Education and Skills to review procedures for parents to access teachers under the July provision; and if he will make a statement on the matter. [9718/16]

Written answers

Minister for Education and Skills

July Provision is available to all special schools and mainstream primary schools with special classes catering for children with autism that choose to extend their education services through the month of July. My Department also provides July Provision for pupils with a severe/profound general learning disability. Where school based provision is not feasible, home based provision may be grant aided.

As the home based provision takes place outside the usual school structure it is important that home tutors are qualified to provide an educational programme. It is appropriate therefore that the qualification standard in the Home Based July Provision generally reflects that required in a school environment.

Accordingly, it is a condition of the scheme that parents must recruit a teacher who is qualified in the sector in which the tuition is being provided and registered with the Teaching Council of Ireland. Where all efforts have failed to secure the services of a teacher qualified to teach in the sector concerned, Parents may consider the engagement of a person who is registered with the Teaching Council and has a primary degree (minimum Level 7 on the National Framework of Qualifications) in a relevant area.

My predecessor recently received the NCSE's policy advice on supporting students with ASD. My officials will consider and report to me on any recommendations in the report which relate to the issues raised by the Deputy.

Question No. 279 answered with Question No. 274.

Residential Institutions Redress Scheme Eligibility

Questions (280)

Michael Healy-Rae

Question:

280. Deputy Michael Healy-Rae asked the Minister for Education and Skills to set out the status of persons (details supplied) who were late in applying to the redress board; and if he will make a statement on the matter. [9558/16]

Written answers

Minister for Education and Skills

The Residential Institutions Redress Amendment Act, 2011 removed the Board's power to accept late applications received on or after the 17th September 2011. This legislation was enacted some 8 and a half years since the Board was established and 5 and half years after the initial closing date and I am satisfied that sufficient time has been given to potential applicants to apply to the Board. There are no plans to allow further late applications.

Education Welfare Service

Questions (281)

Ruth Coppinger

Question:

281. Deputy Ruth Coppinger asked the Minister for Education and Skills to set down the number of homeless children in primary and in secondary education. [9409/16]

Written answers

Minister for Education and Skills

My Department does not collect data from schools in relation to students who are homeless.

Statutory powers in relation to the educational welfare of all children, including those who are homeless, are contained in the Education Welfare Act 2000 which comes within the policy remit of the Minister for Children and Youth Affairs.