Written Answers Nos. 195-216
195. Deputy Darragh O'Brien asked the Minister for Education and Skills why window replacement in schools is afforded low priority for funding as set down in the criteria under the summer works grant scheme; and if he will make a statement on the matter. [15554/16]
View answerThe purpose of the Summer Works Scheme (SWS) is to devolve funding to individual school authorities to undertake small and medium scale improvement works that will upgrade existing school facilities, which can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The scheme is designed to address necessary and immediate works within the funding available.
Window replacement is recognised by the application of priority category 7 to such projects (in practice such projects are considered as category 6 as special needs projects which are identified as category 4 under SWS are now dealt with under the heading of the Emergency Works Scheme).
Valid SWS applications from schools in respect of Categories 3 to 10 that were not reached under round one approvals announced on 28th April last, will, subject to the overall availability of funding, qualify to be assessed under future rounds of the Scheme. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015) which may be accessed on my Department's website, will continue to apply when allocating funding to such projects.
196. Deputy James Lawless asked the Minister for Education and Skills when he will examine and end the pay inequality for teachers who qualified after 2011, given that it is now five years since these measures came into effect and that the Government has proposed establishing a public service pay commission; and if he will make a statement on the matter. [15561/16]
View answerThe Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including entry pay levels. The terms of reference and timescale for the Commission's work are a matter for my colleague, the Minister for Public Expenditure and Reform.
The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.
The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.
Under the Lansdowne Road Agreement the process of restoring public pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.
My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of:
- discussions to improve the position of teachers on fixed-term and part-time teaching
- a robust review of in-school management structures
- an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis.
The Government has also indicated that it will support the gradual negotiated repeal of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
197. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will review the refusal by the primary staffing appeals board for an additional teacher outside the allocation for a school (details supplied). [15562/16]
View answerThe criteria used for the allocation of teaching posts for the 2016/2017 school year is set out in Circular 0007/2016. 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 process includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its May meeting which was refused. The Appeal Board operates independently of the Department and its decision is final.
Based on its enrolment on 30th September 2015, the school will have a mainstream staffing of Administrative Principal and 6 classroom teachers for the 2016/17 school year, the same as the current year's staffing. The staffing schedule allows for a pupil teacher ratio of 22:1 for DEIS Urban Band 1 schools with classes from infants through to 6th class, such as the school referred to by the Deputy. In its appeal, the school projected an enrolment of 125 for September 2016 which will mean the pupil teacher ratio in the school will be less than 21 students to every mainstream classroom teacher.
The configuration of classes and the deployment of classroom teachers are done at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.).
198. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his views on the case of a person (details supplied) in relation to a secondary school placement; and if he will make a statement on the matter. [15570/16]
View answerIt is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. It is important to note however that only 20% of schools are oversubscribed.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. Further information on the Section 29 appeals process is available on the Department's website www.education.ie.
The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
199. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna cé mhéid cúrsaí trí Ghaeilge atá ann san earnáil oideachais tríú leibhéal; cé mhéid foirgnimh a tógadh do Ghaelscoileanna agus an bhfuil an ráta céanna tógála foirgneamh ann do Ghaelscoileanna is atá ann do scoileanna i gcoitinne. [15582/16]
View answerTá méadú tagtha ar líon iomlán na nGaelscoileanna ó 224 in 2000 go dtí 247 in 2016.
Ó 2011 i leith, ní gnách scoileanna nua a thógáil ach amháin i gceantair ina bhfuil méadú ag teacht ar an daonra. Baineann mo Roinnse leas as Córas Faisnéise Geografaí chun na ceantair is mó atá faoi bhrú déimeagrafach ar fud na tíre a aithint. Faoin gcóras seo úsáidtear sonraí ón bPríomh-Oifig Staidrimh, ó Shuirbhéireacht Ordanáis na hÉireann, agus ón Roinn Coimirce Sóisialaí mar aon le heolas as bunachair sonraí mo Roinne féin. Leis an eolas seo ar fad, cuirtear bearta déimeagrafacha i gcrích ar fud na tíre lena fháil amach cén áit a bhfuil gá le cóiríocht bhreise scoile ag an mbunleibhéal agus an iarbhunleibhéal araon.
Áit a bhfuil cinneadh déanta go bhfuil gá le scoil nua chun freastal ar riachtanais dhéimeagrafacha i gceantar reáchtálann mo Roinn próiseas pátrúnachta ar leith chun a chinneadh cé a bheidh mar phátrún ar an scoil. Tá cead ag gach pátrún agus pátrún ionchasach iarratas a chur isteach ar bheith mar phátrún ar an scoil faoin bpróiseas seo agus bíonn céadroghanna na dtuismitheoirí i leith gach aon phátrúin thar a bheith tábhachtach le haghaidh na gcinntí maidir le toradh an phróisis.
Tá an Roinn ag cur le chéile an t-eolas eile atá á lorg ag an Teachta agus cuirfear ar aghaidh chuig an Teachta é a luaithe is féidir.
200. Deputy Clare Daly asked the Minister for Education and Skills when he will implement Part 5 of the Teaching Council (Amendment) Act 2015. [15648/16]
View answerUnder the Teaching Council Act 2001, the Teaching Council is, since 2006, the body with statutory authority and responsibility for the regulation of the teaching profession.
The Teaching Council Act has been commenced on a phased basis and the next step in the commencement schedule is Part 5 (Fitness to Teach), the provisions for which were amended in the Teaching Council (Amendment) Act 2015. Part 5 provides, inter alia, for grounds of complaint to the Council concerning a registered teacher, how the Council will deal with such complaints, a range of potential sanctions and appeals of decisions.
Officials of my Department are liaising closely with the Teaching Council in relation to the arrangements for Part 5, and I intend to commence that part shortly, along with other sections of the amended Act.
201. Deputy Michael Ring asked the Minister for Education and Skills the status of an extension of a school (details supplied); when he will provide funding for this to proceed, given that it is included in the major school building project list to proceed to construction in 2016; when he will progress the project through the tender process with a view to starting on site; and if he will make a statement on the matter. [15657/16]
View answerThe school building project referred to by the Deputy is at an advanced stage of architectural planning. All statutory approvals have been obtained and the Stage 2b submission has been approved by my Department.
However, on 1st January 2016 there were 66 major projects under construction. Since the start of this year 14 more major projects have been progressed to construction and there are currently 36 projects authorised to progress through the tender process with a view to starting on site in the coming months. That represents a total of 116 major projects either under construction or progressing to commence construction in 2016. The existing contractual commitments for 2016 now fully account for the funding allocation available in 2016.
My officials will continue to closely monitor expenditure on existing contractual commitments over the coming months and, as funding allows, other projects, including the project for Sancta Maria College will be considered for progression through the tender process with a view to starting on site as soon as possible.
My officials in the Planning and Building Unit will keep the school informed as they continue to monitor expenditure levels across the coming months.
203. Deputy Clare Daly asked the Minister for Education and Skills his plans to proceed with divesting primary schools and giving due regard to the problems associated with religious patronage. [15699/16]
View answerThe Government is committed to progressing the patronage divesting process to provide greater choice to parents in areas of stable population, as well as ensuring that parental preferences are key to patronage decisions on new schools established in areas of demographic growth. Since 2011, the arrangements for the establishment of new schools in areas of growing population have resulted in the majority of these having a multi-denominational ethos. In this regard, 39 of the 42 new schools (24 primary schools and 18 post-primary schools) have a multi-denominational ethos.
The Programme for a Partnership Government reflects the Government's objective of strengthening parental choice and further expanding diversity in our school system, specifically by increasing the number of non-denominational and multi-denominational schools with a view to reaching 400 by 2030.
In addition to the phased transfer of Catholic schools to new patrons already under way, this will require considering new ideas and new approaches to substantially accelerate the changes in school provision in order to achieve greater diversity. The Government is committed to working with all stakeholders to facilitate this process and I will be progressing these matters as a priority.
204. Deputy Seán Haughey asked the Minister for Education and Skills the measures he is taking to promote arts education in schools; if he will implement the arts in education charter; and if he will make a statement on the matter. [15701/16]
View answerThe Arts in Education Charter, launched in 2013, has been a landmark development in relation to the promotion of arts education and arts in education in Ireland. The Charter is an initiative of the Department of Education and Skills, the then Department of Arts, Heritage and the Gaeltacht, working in association with the Arts Council. I am delighted to report progress on the Charter objectives as follows.
A Charter Implementation group under the chairmanship of Professor John Coolahan was appointed oversee the implementation of the Charter objectives and report on its progress.
The Arts in Education Portal: Ireland's first Arts in Education Portal, the key national digital resource for arts in education in Ireland, was launched in May 2015. Since its launch up to the end of March, there have been 18,145 visitors (per session) with 43,295 page views, an average of nearly 4,000 page views per month. A celebration and demonstration of the success of the Portal formed part of the National Arts in Education Day, held at The Irish Museum of Modern Art (IMMA) on 23rd April 2016.
Teacher – Artist Partnership as a model for Continuing Professional Development (CPD) initiative: A major new development is the more focused attention to helping artists and teachers to develop together their understanding, expertise and creative pitch for arts in education work for children at different age levels. A significant initiative in this regard was the initiation, in 2014, by the Charter Group of a pioneering programme of joint teacher - artist collaboration in continuing professional development. The scheme, "Exploring Teacher Artist Partnership as a Model of Continuing Professional Development (CPD) for Supporting and Enhancing Arts Education" commenced in the summer of 2014 will be launched shortly. It is intended that each of the 21 Education Centres will have the capacity to implement this model locally and regionally into the future through strategic planning involving collaboration and co-operation with the various Local Authority Arts Offices, art organisations, educational institutions and school communities.
Artists in Residencies in Higher Education Institutions: Significant developments regarding arts in education for initial teacher education have also been taking place. Higher education institutions, particularly colleges of education, have been extending their offerings of arts in education courses and experience for student teachers. The provision of a set of 'artists in residency' bursaries by the Arts Council, for such institutions has been a major boost to this work.
Artists-Schools Guidelines: The Artists-Schools Guidelines, were originally published in 2006. A number of changes have occurred in the arts in education landscape in Ireland since the Guidelines were first published. A significant change arising from the Charter is the launch of a national digital resource for the arts in education: www.artsineducation.ie. Given this changing landscape, the Arts Council, on behalf of the Implementation Group of the Arts in Education Charter, is currently reviewing the Artists-Schools Guidelines to examine whether and how they should be updated to continue to act as a useful resource.
Nationwide Mapping of Arts Provision, Relevant to Education: Planning is underway to incorporate a mapping of organisations, events, artists and locations at regional and local level throughout the country, which could be drawn upon for arts-in-education purposes. This will be incorporated in the Arts-In-Education Portal on an incremental basis. This could be a major resource for schools, and also help to highlight areas of limited or poor provision, with a view to its remediation.
ARIS – Arts Rich Schools: The Arts in Education Charter charges the Arts Council, in co-operation with the Department of Arts, Heritage and Gaeltacht, and the Department of Education and Skills, with the promotion of Arts Rich Schools (ARIS). According to the Charter – "ARIS will incentivise and recognise those schools (primary and post-primary) which in a range of ways make the arts a key part of school life and place the arts centrally within the life of the school community affecting pupils primarily but also teachers, parents, other staff and community." A working group has been established and is assisting with the development of Arís. The working group is working to develop a feasible implementation plan for a first phase of Arts over three years (2017-2019).
Research in Arts in Education: The Arts in Education Charter refers to the need for access to research that builds on existing good practice and explores new models of arts and school practice to create a source of knowledge and experience for policy makers and practitioners to draw on. The Implementation Group has had communications with the Higher Education Authority, higher education institutions and associated bodies on how best a repository of such research can be established as an on-going source of such provision. Discussions are still underway with the aim that such a National Digital Research Repository for Arts in Education would be established over the next 18 months.
Music Generation: The Music Generation initiative is co-ordinated and managed by Music Generation Ltd. through its National Development Office. Between 2010 and 2015, 11 Music Generation Music Education Partnerships (MEPs) were established as part of Phase 1 of the initiative, with the aim to provide non-mainstream vocal and instrumental music tuition for young people. In 2015, Music Generation Ltd. announced Phase 2 of the initiative during which up to 9 additional new MEPs will be established over the period from 2016 up to 2020.50% of the initial funding for Phase 1 of this initiative came from philanthropic sources and the remaining 50% funding was from MEPs. After 3 years, the Exchequer took up 50% funding as the philanthropic funding were phased out. Phase 2 will similarly funded.
Non-mainstream Music Education Bursary Scheme 2016: The Department of Education and Skills also established the new Non-mainstream Music Education Bursary Scheme in February 2016 worth €50,000. The Purpose of the scheme is to provide support by way a cash grant, to established, smaller-scale, non-mainstream music education/community music initiatives with limited or no access to other forms of public funding.
Local Arts Education Partnership (LAEPs): An objective of the Arts in Education Charter which will make a major contribution to rooting arts in education at local and regional level as normative provision, is the Local Arts Education Partnerships (LAEPs). The impact of co-operative efforts by the statutory agencies, the local authorities and the ETBs, in conjunction with the regional Teacher Education Centres and other agencies, have potential to re-shape the landscape of arts in education provision in Ireland to the great benefit of young people throughout the country.
School Policies: The Charter envisages that schools, in their school policies and plans, shall incorporate arts in education opportunities as an important aspect of enriching the curriculum and the wider life of the school. Schools will be assisted by my Department in this aspect of their school planning and self-evaluation. Making provision for arts in education practice will also be reflected in the design and equipping of school buildings. The National Council for Curriculum and Assessment has also established reciprocal partnership with the Arts Council in the promotion of the arts in schools, as set out in the Charter.
205. Deputy Clare Daly asked the Minister for Education and Skills if paragraph 11.5 of the 1975 agreed accounting arrangements for school transport means that either he or Bus Éireann can terminate the agreement on 12 months' notice, or earlier by mutual consent, and that he can vary the agreement by mutual consent; and if he will make a statement on the matter. [15740/16]
View answerUnder section 11.5 of the Summary of Accounting Arrangements relating to the Transport Scheme for Primary and Post-Primary School Children dated 1 January 1975, it is stated that "the basic charging arrangements for schools transport to continue in force subject to the right of either party to terminate them by giving not less than 12 months notice in writing to this effect. Specific procedural aspects of the accounting arrangements may be varied or discontinued by mutual consent during the currency of the present accounting agreement."
A legal action was taken to seek an Order from the High Court to set aside the existing arrangements for the provision of national school transport services. The High Court Judgement was given in October 2012. The Court found decisively in favour of the Department; detail of this Judgement is available on the Courts Service website.
A motion appealing the High Court decision was submitted to the Supreme Court on 22nd November 2012 and was subsequently remitted to the Court of Appeal. In the Judgment delivered by the Court of Appeal in the case on 27th May 2016, the court again found decisively in favour of the Department and dismissed the Appellant's appeal.
The effect of that Judgement is that the existing arrangements including section 11.5 remain in place.
206. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills his plans to increase the rate per pupil under the capitation grant scheme for primary level in the short term; and if he will make a statement on the matter. [15745/16]
View answerIn 2015 the first increase in education spending was secured in recent years and a further increase in education spending was achieved in 2016.
I am determined to continue pressing the case for increased investment, including grant funding in education.
In relation to capitation levels for future years, the recently published Programme for a Partnership Government is committed to investing an extra €500 million in education by 2021 through various staffing and grant based measures including annual increases in primary and secondary capitation rates.
It also provides for additional capitation funding linked to the availability of afterschool care options, where demand exists and the setting out of capitation rates to schools on a rolling 3-year basis.
207. Deputy Michael Ring asked the Minister for Education and Skills why he has not replied to persons (details supplied) regarding a query sent to his Department on 5 April 2016; and if he will make a statement on the matter. [15750/16]
View answerGiven the increase in the School Transport Section workload, regrettably, it was not feasible to deal with the increased volume of representations in a more timely manner.
In relation to the Deputy's query I can advise that Bus Éireann has confirmed that the two children, referred to by the Deputy, are eligible for school transport under the 'Closed School Rule'. While eligibility under this rule ceased from the commencement of the 2012 school year, children who had an eligibility under this rule retain this eligibility for the duration of their education at the school provided there is no change in their circumstances.
The families, in question, should ensure that their payment details are submitted to Bus Éireann before the 29th July 2016 if they wish to avail of school transport for the 2016/17 school year.
208. Deputy Gerry Adams asked the Minister for Education and Skills the number of eligible and concessionary pupils in County Louth availing of school bus transport. [15872/16]
View answerBus Éireann has advised that they issued 2,420 tickets to eligible children and 496 tickets to children travelling on a concessionary basis in County Louth for the 2015/16 school year.
209. Deputy Sean Fleming asked the Minister for Education and Skills the status of an examination into the closure of a school (details supplied); and if he will make a statement on the matter. [15884/16]
View answerI am aware that the Patron of the school in question set up a Task Force to consider options for the future of the school. I understand that the Task Force Report was adopted by the Patron at its recent meeting and that work on the recommendations to increase enrolments will now commence with the school community. I understand also that the report has been presented to all the stakeholder groups.
210. Deputy John Brassil asked the Minister for Education and Skills why he has not funded the extension to a school (details supplied) despite instruction from a previous Minister for Education and Skills that funding should be furnished; to expedite the payment; and if he will make a statement on the matter. [15908/16]
View answerMy Department's Planning and Building Unit has no record of any agreement to pay additional grant aid to the school in question.
In 2004 the school authority was allocated a devolved grant of €100,000 to enable it to provide a one classroom special needs unit at the school. This grant was subsequently increased to €281,000 to enable a second classroom to be provided and to cover extra costs associated with the delivery of the project.
The final payment in respect of this grant was made in October 2005.
211. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his plans and timescale for a senior college on Eblana Avenue in Dún Laoghaire; if these plans are contingent on funding from his Department; if the Dublin and Dún Laoghaire Education and Training Board made an application for such funding if it is opposed to entering into an arrangement with St. Nicholas Montessori College Ireland; and if he will make a statement on the matter. [15933/16]
View answerSenior College on Eblana Avenue in Dun Laoghaire is in the ownership of Dublin and Dun Laoghaire Education and Training Board (DDLETB). The future use of the building is a matter for the ETB, subject to the approval of my Department. My Department has not received any proposals or requests for funding from the ETB in respect of this premises and enquiries regarding the use of the building should be directed to Dublin and Dun Laoghaire ETB in the first instance.
212. Deputy Joan Collins asked the Minister for Education and Skills his views that national schools of all patronages, when seeking State recognition and thereby State funding, legally commit themselves to be bona fide open to children of all religious denominations and none and that the commitment to not discriminate on religious grounds on entry to all of these schools remains the first part of the ethos of all national State-funded schools. [15947/16]
View answerSchools are not permitted to discriminate against an applicant for admission on any of the grounds set out in the Equal Status Act, 2000. However, Section 7 (3)(c) of the Equal Status Act 2000 provides that an educational establishment does not discriminate where the establishment is a school providing primary or post-primary education to students and the objective of the school is to provide education in an environment which promotes certain religious values, it admits persons of a particular religious denomination in preference to others or it refuses to admit as a student a person who is not of that denomination and, in the case of a refusal, it is proved that the refusal is essential to maintain the ethos of the school. Schools that comply with the requirements of the equality legislation do not therefore discriminate on religious grounds.
It is my view that the desire of parents for diversity in education choice can be provided effectively by focussing on the delivery of the ambition to treble the number of multi-denominational and non-denominational schools as set out in the Programme for Government. This commitment is to deliver a total of 400 non-denominational and multi-denominational schools by 2030.
The Programme for Government also contains a commitment to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
The Education (Admission to Schools) Bill which was published in April 2015 did not progress through the Houses of the Oireachtas and was not reinstated for the current Dáil session. However, I have commenced a process of consultation with opposition parties to discuss my proposals to introduce a new Admissions Bill to make the process of enrolling children in school easier for parents.
Following these consultations, it is my intention to publish a new Admissions Bill during the current Dáil session.
It is important to note that 80% of schools are not oversubscribed. The new Bill will oblige all schools to admit pupils where there are available places.
213. Deputy Clare Daly asked the Minister for Education and Skills his views on national schools in receipt of public funds discriminating on religious grounds in their admission policies, in some instances requiring parents and children to adopt a religion or to change their religion, attend religious celebrations and get their children baptised, solely to be allowed to attend their local national school. [15948/16]
View answerArticle 42.1 of the Constitution acknowledges that the primary and natural educator of the child is the Family and guarantees to respect the right of parents in this regard. It is important to be clear that it is a parent who decides the religious denomination of their child. It is not a decision of a school. Parents can choose which school to apply to and where the school has places available the pupil should be admitted.
It is important to note that 80% of schools are not oversubscribed. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Schools are not permitted to discriminate against an applicant for admission on any of the grounds set out in the Equal Status Act, 2000. However, Section 7 (3)(c) of the Equal Status Act 2000 provides that an educational establishment does not discriminate where the establishment is a school providing primary or post-primary education to students and the objective of the school is to provide education in an environment which promotes certain religious values, it admits persons of a particular religious denomination in preference to others or it refuses to admit as a student a person who is not of that denomination and, in the case of a refusal, it is proved that the refusal is essential to maintain the ethos of the school. Schools that comply with the requirements of the equality legislation do not therefore discriminate on religious grounds.
It is my view that the desire of parents for diversity in education choice can be provided effectively by focussing on the delivery of the ambition to treble the number of multi-denominational and non-denominational schools as set out in the Programme for Government. This commitment is to deliver a total of 400 non-denominational and multi-denominational schools by 2030.
The Programme for Government also contains a commitment to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
The Education (Admission to Schools) Bill which was published in April 2015 did not progress through the Houses of the Oireachtas and was not reinstated for the current Dáil session. However, I have commenced a process of consultation with opposition parties to discuss my proposals to introduce a new Admissions Bill to make the process of enrolling children in school easier for parents.
Following these consultations, it is my intention to publish a new Admissions Bill during the current Dáil session.
It is important to note that the new Bill will oblige all schools to admit pupils where there are available places.
214. Deputy Ruth Coppinger asked the Minister for Education and Skills if he will continue the practice of his recent predecessors in not signing deeds of variation for national schools; and if he will make a statement on the matter. [15952/16]
View answerThe agreement to put in place Deeds of Variation for Charging Leases or Declarations of Trust dates back to the 1990's. At that time there were negotiations on the reconstitution of Boards of Management of primary schools. It was agreed that patrons would no longer nominate a majority of the members of a Board of Management. In return, it was agreed that Deeds of Variation would be put in place to vary the Charging Leases/Declarations of Trust. The objective of this Deed of Variation is to provide security for the denominational ethos of a school in cases where a patron or trustee owns the property. Discussions have taken place with the relevant patron bodies over the years to obtain a mutually acceptable solution which meets this objective and these discussions are ongoing.
The commitment given by the school patrons in 1997 to cede majority representation on Boards of Management was implemented. Hence the engagement by officials in the Department in the interim in relation to agreeing a form of words for the Deeds of Variation represents a recognition of the original commitment given to the school patrons at that time.
215. Deputy Niall Collins asked the Minister for Education and Skills if he has received complete documentation allowing him to make a decision on an application by a school (details supplied) under the supplementary grant scheme; when he will issue a decision; and if he will make a statement on the matter. [15965/16]
View answerThe school to which the Deputy refers was approved funding in 2015 under my Department's Additional Accommodation Scheme to provide a resource classroom.
The school has applied for a grant uplift. This request is currently under consideration in the context of additional information requested and recently received. The Department will be in contact with the school directly when a decision has been taken in this matter.
216. Deputy John McGuinness asked the Minister for Education and Skills when the changes were made to the charging system for maintenance charges for school transport buses for Bus Éireann from the apportioned mileage system in the 1975 agreement to the percentage apportionment of school buses as a portion of total buses, as described in the Farrell Grant Sparks report; if this change was by mutual consent and how was the change documented; if informed calculations were made in respect of cash savings and the amount he expects to save by the recent cutbacks in school transport given in the recent report he received for each year from 2017 to 2022; if informed calculations were made in respect of the number of large buses being withdrawn from school transport services to be replaced by smaller buses; the number of buses that will be withdrawn or replaced and the capital cost of this in each of the years 2017 to 2022, in tabular form. [15975/16]
View answerThe Farrell Grant Sparks Report (2009), referred to by the Deputy, discusses staff numbers as a cost driver on page 99 but not how maintenance costs are charged to the school transport account for the maintenance of school buses.
The actual expenditure on school buses for maintenance running costs such as servicing, accident repairs, tyres and fuel are charged to the school transport account. These costs are based on actual material costs and actual hours worked on school buses and are not based on pro rata apportionment of the fleet numbers between road passenger and schools.
While the principle involved has not changed since the arrangement was put in place the operational procedure has been updated as new technologies have been introduced, such as the current SAP system used for recording work done by maintenance staff.
I am satisfied with the finding of the independent external auditors that the financial information of Bus Éireann's School Transport Scheme is prepared, in all material respects, in accordance with the Summary of Accounting Arrangements relating to the Transport Scheme for Primary and Post-Primary School Children dated 1 January 1975, and includes maintenance charges.
The Programme for Government commits to review the concessionary charges and rules element of the School Transport Scheme prior to Budget 2017.
This review, which is being commenced, will be aimed at identifying issues in relation to current rules and charges relating to concessionary places under the School Transport Scheme with a view to maximising the effectiveness of available services for children.
The results of the review will be considered in the context of Budget 2017.
Pending this review, there will be no planned programme of downsizing school buses in the coming school year. There will be route changes and variations in line with normal operational decisions that occur from year to year, and any impacts in terms of increases or decreases of available places will be marginal, in line with what occurs every year.
