Written Answers Nos. 120-140
120. Deputy Jim O'Callaghan asked the Minister for Education and Skills if the special needs assistants provided to a school (details supplied) can be maintained at their current level rather than having one special needs assistant removed from the special needs assistants available to that school; and if he will make a statement on the matter. [18065/16]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special needs assistants (SNA) 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. All schools were asked to apply for SNA support for the 2016/17 school year by 29th February 2016. The NCSE also continues to accept applications after that date, in recognition that enrolments may not have been completed or where assessments were not completed. I announced on the 14th June, 2016 that 860 additional Special Needs Assistants will be available for allocation to schools from September 2016, which is a 7% increase on the existing availability.
This will bring the total number of Special Needs Assistants to 12,900, at a total gross annual cost of €425 million. This increase reflects the growing participation of children with Special Needs in education and will support their full participation and progression within the educational system.
In total, the number of SNAs available has increased by almost 22% since 2011, when 10,575 posts were available. The NCSE advised all schools of their allocations for SNA support for the coming 2016/17 school year on 14th June, 2016. Details of the allocations which have been made to schools have now been published on www.ncse.ie.
Where a school wishes to make an application for SNA support in respect of a child who was not considered as part of this allocation process they may continue to make such applications to the NCSE.
Where a school wishes to appeal the SNA allocation which has been made to they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie.
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 the NCSE website.
As the Deputy's question relates to the allocation of SNA support by the NCSE to a specific school, I have referred this question to the NCSE for their consideration and direct reply to the Deputy.
121. Deputy Imelda Munster asked the Minister for Education and Skills further to Parliamentary Question No. 91 of 15 June 2016, what commitment was given regarding the building of an extension to a school (details supplied) and to explain where the allocated funding has gone; if the loss of funding came as a result of a failure on his Department's part to budget correctly for capital projects; if this failure can be or has been remedied with the result that the project can go ahead as previously confirmed; and if he will make a statement on the matter. [18121/16]
View answer122. Deputy Imelda Munster asked the Minister for Education and Skills further to Parliamentary Question No. 91 of 15 June 2016 the reason he reneged on the commitment given to begin works on a school (details supplied) in 2016; and if he will make a statement on the matter. [18122/16]
View answerI propose to take Questions Nos. 121 and 122 together.
The building project for the school to which the Deputy refers is included in the 6 year construction programme 2016-21 which was announced in November 2015.
However, as the deputy has been informed, 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. This has meant that the progression to tender stage of the major extension and refurbishment project for this school is not possible at this time. My Department officials wrote to the Board of Management of the school on 28th April notifying them of this.
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 the school in question, will be considered for progression through the tender process with a view to starting on site as soon as possible.
123. Deputy Fergus O'Dowd asked the Minister for Education and Skills his position on the funding for a school (details supplied); and if he will make a statement on the matter. [18152/16]
View answerThe project to which the Deputy refers has been devolved for delivery to the Louth and Meath Education and Training (LMETB). Approval has recently been given to the LMETB for the project to proceed to Tender Stage.
In relation to the immediate accommodation requirements, my Department has sent the school authorities the relevant application form to apply for temporary accommodation pending completion of the proposed extension. This matter will be considered further on receipt of the completed form from the school.
124. Deputy Catherine Murphy asked the Minister for Education and Skills the courses developed specifically for new entrants to the jobs market and the range of courses and the levels at which they are available to them; if he has considered training a sector specific workforce to manage the upcoming returnees to the workforce into other areas of work; if there is any cross-departmental work between the various sectors, the training sectors and Departments in terms of innovations in workforce planning and targeted measures to deal with any skills gaps nationally; and if he will make a statement on the matter. [18170/16]
View answerMy Department published a new National Skills Strategy in January 2016. The purpose of this new Strategy is to provide a framework for skills development that will help drive Ireland's growth both economically and societally over the next decade. Through the vision, objectives, actions and indicators, the Strategy will support the development of a well-educated, well-skilled and adaptable labour force, creating and sustaining a strong pool of talented people of all ages throughout Ireland. The Strategy underlines the importance of employer participation in the development and effective of use of skills. This can happen through influencing the skills development of graduates, upskilling existing staff and by supporting knowledge transfer between educational institutions and enterprises. The Strategy sets out new structures to drive better engagement between employers, education and training providers and other stakeholders. I will be appointing a new National Skills Council, which will oversee Strategy implementation and consider and respond to labour market trends and sectoral needs.
A network of 9 Regional Skills Fora has also been established to foster greater engagement between the education and training system, employers and other enterprise stakeholders in building the skills of each region. The fora provide a vehicle for close co-operation at regional level between education and training providers and enterprise, between the different education and training providers themselves and a local link with the implementation of other strategies such as the Regional Action Plans for Jobs and Pathways to Work.
The expansion of the apprenticeship system is one of my key priorities and I am encouraged by the increase in apprenticeship registrations in existing trades and the progress being made in introducing new apprenticeships, focusing initially on the 25 priority proposals identified by the Apprenticeship Council through their public call. In the Programme for a Partnership Government we have committed to double the number of apprenticeships by 2020. We will target 100 different apprenticeship schemes spread across sectors of the economy and in every region of Ireland.
125. Deputy Catherine Martin asked the Minister for Education and Skills to provide the figures identified by his Department's geographic information system that demonstrate that a new secondary school was required in the Castleknock and Carpenterstown area in Dublin 15. [18214/16]
View answer126. Deputy Catherine Martin asked the Minister for Education and Skills to provide the figures identified by his Department's geographic information system that demonstrate that a new secondary school is not currently needed in the Ongar and Littlepace area in Dublin 15. [18215/16]
View answerI propose to take Questions No. 125 and 126 together.
In identifying the requirement for additional school places in a school planning area, my Department uses a Geographical Information System to identify the areas under increased demographic pressure nationwide. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and the Department's own databases. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Following the 2015 demographic exercises, four new primary schools and nine new post-primary schools were announced to open in 2017 and 2018 to cater for increased demographic needs in these areas. This includes a new post-primary school which will open in 2017 to serve the Carpenterstown and Castleknock school planning areas in Dublin 15, which will provide an additional 1,000 post-primary pupil places, supplementing provision in these areas.
For school planning purposes, the areas of Ongar and Littlepace fall within the Blanchardstown West school planning area. A new post-primary school, Hansfield Educate Together Secondary School, opened in 2014 to supplement provision from the existing post-primary school, Phibblestown Community School. My Department is satisfied that these two post-primary schools located within this school planning area can between them cater for the demand for post-primary places in the area.
As with other school planning areas nationwide, the demographic data for the areas outlined by the Deputy are being kept under ongoing review by my Department to take account of updated enrolment data and capacity increases in these, and adjoining, school planning areas.
127. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the rationale for the basis of questions for foreign national students registering for schools here; and if he acknowledges that the sensitive nature of the questions would be better orientated to spoken language and language needs as opposed to ethnic background and cultural identity as illustrated in a circular (details supplied). [18237/16]
View answerThe circular to which the Deputy refers is Circular 0023/2016 governing the student data required to be returned to my Department for the purpose of analysis and reporting in the areas of social inclusion and integration. A copy of the circular is available on my Department's website at https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0023_2016.pdf.
A detailed rationale for the collection of each item of the data required is set out in Appendix B to the circular. The stated purposes of collection include outcome focused planning of policy and support for minority groups, the monitoring and evaluation of policy supports, and meeting national and EU reporting requirements.
It is important to note that the collection of information on the ethnic and cultural background of students is not a mandatory requirement and may be provided on a voluntary basis by students or their parents. This point is highlighted in Circular by the statement: "The identification in relation to ethnic and cultural background is on the basis of voluntary self-identification. It is not compulsory. Parents and students are free to decline to provide this information."
As this circular relates to collection of information for statistical and reporting purposes, the information requested is kept under review to ensure a currency with the business needs of my Department and its national and international reporting requirements.
128. Deputy Maureen O'Sullivan asked the Minister for Education and Skills how he will address the issue of pay inequality for teachers; and if he will restore the qualification allowances. [18238/16]
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.
129. Deputy Maureen O'Sullivan asked the Minister for Education and Skills how he will assist the integration of children of different religious beliefs in the same schools; and his views on the Oireachtas joint committee's concern that divestment of patronage seemed to lead to religious segregation rather than the more desirable integration which would result from children of all religious beliefs going to their local national school, regardless of the patronage of that school. [18239/16]
View answerSome 96% of schools at primary level are currently under the patronage of religious denominations, with 90% under the patronage of the Catholic Church. The need for a greater plurality of provision to respond effectively to changing social needs and to increasing parental demand for multi-denominational or non-denominational education is widely recognised and in that context, I am conscious of the concerns referred to by the Deputy.
The Government is committed to progressing the development of a dynamic and innovative education system that reflects the diversity of twenty first century Ireland. 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.
I am committed to working with all stakeholders to facilitate this process. I am progressing these matters as a priority and have already commenced a round of consultations with patron bodies in this regard.
130. Deputy Maureen O'Sullivan asked the Minister for Education and Skills how a person was precluded from the competition for position of post-primary inspector (guidance) with an honours (2.1) in M.Ed in education, specialising in guidance. [18243/16]
View answerMy Department has engaged the Public Appointments Service (PAS) to conduct a recruitment competition for the position of Post Primary Inspector of Guidance at the Department's Inspectorate. The PAS is an independent body established under the Public Service Management Act 2004 and its function is to provide a recruitment and selection service for Civil and Public Service positions.
For the position of Post Primary Inspector of Guidance a candidate must hold the following qualifications:
Hold a recognised, relevant first or second class honours primary degree (Level 8, National Qualifications Framework) which meets the Teaching Council's Curricular Subject Requirements (Post-Primary) or a qualification acceptable to the Public Appointments Service as being equivalent. Hold a recognised teacher education qualification relevant to the post-primary sector (minimum Level 8) gained through a concurrent or consecutive route. Satisfy one of the following conditions (a) or (b):
(a) Either be fully registered (without conditions) with the Teaching Council in Ireland under Regulation 4 (Post-Primary) of the Teaching Council [Registration] Regulations 2009
Or
(b) Satisfy the Public Appointments Service that you are eligible for full registration (without conditions) with the Teaching Council in Ireland under Regulation 4 (Post-Primary) of the Teaching Council [Registration] Regulations 2009 Hold a recognised post-graduate qualification in Guidance. Have at least five years' satisfactory service as a teacher and/or guidance counsellor at second level subsequent to the granting of full registration under the sector Post-primary with the Teaching Council in Ireland (or with an equivalent body in another jurisdiction), at least two years of which must be continuous service in one recognised school or centre for education in Ireland or in a second-level school in another jurisdiction. Have at least three years' experience as guidance counsellor in recognised second-level schools or centres for education in Ireland or in second-level schools in another jurisdiction. It is a matter for the PAS to apply the terms of recruitment competitions and it is not open to me to intercede or make enquiries on behalf of an individual candidate. Competitions are conducted under the terms of the Code of Practice as published by the Commission for Public Service Appointments (CPSA) and I understand that in the job booklet published by PAS for the competition, that the avenues of appeal open to candidates in the event they were concerned about a decision made in relation to their candidature were stated.
131. Deputy Maureen O'Sullivan asked the Minister for Education and Skills how he is addressing concerns of teachers that the new junior certificate curriculum will lead to a diminution of standards in learning and to subject contents that are not challenging. [18245/16]
View answerThe new junior cycle aims to ensure that our students will develop the key skills that are necessary for later learning and for life. It is designed to encourage innovation in schools and creative teaching and learning in the classroom.
The dual approach to assessment in the new junior cycle and the prominence it gives to classroom based assessment and formative assessment will develop better learners. Students will be more skilled in areas such as communication, creativity, critical thinking, managing information, self-management and working with others. Students will also receive feedback on their learning on a regular basis, review their own progress and discuss their progress with their teachers and other students with a view to identifying next steps to be taken. This will help to deepen the students' learning, help them to become more self-aware as learners and build their capacity to manage their own learning. For example, their motivation to stick with a complex task or problem will be greatly enhanced.
As a result, students will have more satisfying learning experiences and improved outcomes and will be much more prepared for study at senior cycle.
The revised junior cycle curricula have all been internationally benchmarked to ensure that Ireland's young people have learning opportunities that are among the best in the world. In addition, Ireland will be continuing to participate in the Programme for International Student Assessment (PISA), thus allowing us to monitor any changes in standards over time.
132. Deputy Clare Daly asked the Minister for Education and Skills if Caranua has informed him of the introduction of financial limits to eligible applicants; and if he will make a statement on the matter. [18253/16]
View answerCaranua, the Residential Institutions Statutory Fund Board, is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012. While officials from my Department meet regularly with officials from Caranua, it is the Board of Caranau, which is representative of survivors, that would have approved the introduction of financial limits. Caranua has, as a you know, a limited fund available to it and the introduction of financial limits was necessary to ensure that the number of survivors benefiting from the fund could be maximised.
133. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to be in a position to improve the pupil-teacher ratio at primary or second level in the next five years; and if he will make a statement on the matter. [18262/16]
View answer155. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to improve the pupil-teacher ratio over the next five years; and if he will make a statement on the matter. [18534/16]
View answerI propose to take Questions Nos. 133 and 155 together.
Budget 2016 made provision for some 2,260 additional teaching posts for our primary and post primary schools next year. These posts will provide for an improvement in the staffing schedules at primary and post primary levels, enhance the leadership and management roles of deputy principals at post-primary level by reducing their teaching time, an improvement to the scheme of release time for principal teachers at primary level and additional resource posts to meet special education needs.
At primary level there will be a one point improvement to the primary staffing schedule to be implemented for the 2016/17 school year. This will see the primary staffing schedule operate on the basis of a general average of 1 classroom teacher for every 27 pupils. Lower thresholds apply for DEIS Band 1 schools.
At post-primary level the schedule will improve by .3 points, from 19:1 to 18.7:1 for the 2016/17 school year. The position of post-primary DEIS schools will be further enhanced for the 2016/17 school year by a change to an allocation on the basis of 17.95:1 down from 18.25:1.
The Programme for Government has a commitment to reduce class sizes at primary level. In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.
135. Deputy Bríd Smith asked the Minister for Education and Skills the amount saved by having a lower level of pay for new recruits to the public service in his Department; and if he will make a statement on the matter. [13012/16]
View answerAs 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 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. In respect of teachers, the estimated cost of reversing the decision to withdraw qualification allowances from post-1 February 2012 entrant teachers is approximately €16 million per annum. In addition, the estimated cost of restoring all post-1 January 2011 entrant teachers (who have been recruited up to June 2016) to the pre-2011 pay scale arrangements is approximately €44 million per annum.
In respect of SNAs, the estimated cost of restoring all post-1 January 2011 entrant SNAs to the pre-2011 pay scale arrangements is approximately €5 million per annum.
The cost figures set out are inclusive of teachers and SNAs on my Department's main payroll, substitute teachers and SNAs, Employers' PRSI and include an estimated cost in respect of teachers and SNAs in Education and Training Board schools. They do not include the cost of removing the cap on qualification allowances because a precise calculation of this would depend on the qualifications held by those individual teachers.
The other main area where post-1 January 2011 entrants have been recruited is in third-level lecturing. The estimated cost of restoring post-1 January 2011 entrant lecturers to the pre-2011 pay scale arrangements is not available at this time but will be forwarded to the Deputy.
Information on the numbers of post-1 January 2011 entrants to other recruitment grades in the sector is not held by my Department. However, given the low level of recruitment to such posts in recent years due to the moratorium, the cost of restoring such staff to the pre-2011 pay scale arrangements is not likely to be significant.
136. Deputy Thomas Byrne asked the Minister for Education and Skills the names of the 195 Delivering Equality of Opportunity in Schools, DEIS, schools in tabular form, including the year in which the school attained DEIS status, the area in which the school is located and the specific DEIS status of the school, rural, urban band 1 or 2. [18319/16]
View answerI wish to advise the Deputy that there are 836 schools (646 primary and 190 Post Primary) in the DEIS Programme for 2015/16 school year.
An extensive identification process was conducted by the Educational Research Centre (ERC) on behalf of the Department in 2005 to select the schools for inclusion in the DEIS Programme on the basis of their relative level of disadvantage – with priority being given to the most concentrated levels of disadvantage.
Since the initial DEIS identification process and subsequent appeal process in early 2006, there has been no additionality to the DEIS programme.
Details of 836 schools participating in DEIS, including addresses, and the Band breakdown are available on my Department's website at the following link :http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
137. Deputy Thomas Byrne asked the Minister for Education and Skills the expected impact of the proposed Irish National Teachers Organisation industrial action over the Droichead pilot induction programme on newly qualified teachers in special schools, special classes or special education settings; and his plans for both resolving the industrial dispute or for dealing specifically with the problem of registration for newly qualified teachers in special education settings. [18320/16]
View answerThe Teaching Council is the statutory body with responsibility for professional standards at all stages of the teaching career. In that context, it has established standards for post-qualification professional practice, as set out in, Droichead, the new model of induction for newly qualified primary and post-primary teachers. The model ensures that the same standards and requirements apply to all teachers who have gained conditional registration with the Teaching Council. The Droichead model was the subject of a three-year pilot which informed the Droichead Policy approved by the Teaching Council in March 2016. The new policy includes a number of significant changes to Droichead. These changes were shaped by the teachers who have participated in the pilot phase of Droichead. There will be a further review of the Droichead policy in 2019. In this way, teachers and schools who participate in Droichead over the next few years will have further opportunities to shape and influence the future of their profession's learning.
Following approval of the Droichead process as its policy on induction and probation in March 2016, the Council requested the Inspectorate in my Department to continue to conduct inspection visits for the purpose of probation during the growth and development phase. As part of this growth phase, the Council indicated that from September 2016, newly qualified teachers in mainstream settings may complete probation in the traditional manner, through external evaluation conducted by inspectors. However, completion of the induction/probation process in special education settings can only be achieved through the Droichead process. The growth and development phase of Droichead will commence in September 2016 and by 2018 the Droichead model will be available to all newly qualified teachers to enable them to gain full registration with the Teaching Council.
I would encourage the INTO to engage with the Teaching Council as the statutory professional standards body for teaching to clarify the concerns that it has about Droichead in the first instance. I also wish to inform the Deputy that my Department will continue to work with teacher unions on issues of mutual concern.
138. Deputy Michael Healy-Rae asked the Minister for Education and Skills his plans to revise the number of books that children use in school on a daily basis (details supplied); and if he will make a statement on the matter. [18322/16]
View answerWhile my Department prescribes curricula and syllabuses for implementation in schools it does not endorse any textbooks for use in schools. It is a matter for individual schools to select the resources and textbooks available to support their implementation of the curricula or syllabuses that the Department has prescribed.
The decision to use tablets or similar devices is a matter for the Board of Management of a school. Advice on the adoption of tablets in schools is available on the 'PDST-Technology in Education' website which covers areas such as what tablets can offer a school, educational considerations, purchasing considerations and software.
More generally, as part of the new Digital Strategy for Schools, my Department will provide advice on ICT equipment and digital learning tools that are best-suited to support learning and teaching in schools. €210m will be allocated over the period of the Strategy to fund equipment investment by schools.
139. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna cé mhéad scoileanna atá ag feidhmiú faoi na pátrúin éagsúla, faoi seach, le cúig bliana anuas. [18323/16]
View answer140. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna cad iad na torthaí ar na comórtais uile a bhain le pátrúnacht ar na scoileanna nua uile. [18324/16]
View answerI propose to take Questions Nos. 139 and 140 together.
Faoi láthair tá 4,009 scoil in Éirinn, 3,286 bunscoil ar a n-áirítear 141 scoil speisialta, agus 723 iar-bhunscoil. Tá sonraí faoi na scoileanna seo agus faoin bpátrúnacht atá orthu le fáil ar shuíomh idirlín na Roinne www.education.ie
Mar is eol gan dabht don Teachta, ó 2011 i leith is gnách nach mbunaítear scoileanna nua ach amháin i gceantair a bhfuil fás ag teacht ar an ndéimeagrafach iontu. Chun na críche seo, baineann mo Roinn leas as Córas Faisnéise Geografaí chun na ceantair ar fud na tíre a bhfuil méadú ag teacht ar an mbrú déimeagrafach orthu a shainaithint. Sa chóras seo úsáidtear raon foinsí sonraí chun bearta déimeagrafacha a chur i gcrích ar fud na tíre lena fháil amach cá bhfuil an gá le cóiríocht bhreise scoile ar leibhéal bunscoile agus iarbhunscoile araon.
Ó 2011 i leith, uair ar bith a gcinntear go bhfuil gá le scoil nua chun freastal ar riachtanais dhéimeagrafacha i gceantar, reáchtálann mo Roinn próiseas pátrúnachta ar leithligh chun a chinneadh cé a bheas ag reáchtáil na scoile. Tá cead ag gach pátrún agus pátrún ionchasach iarratas a chur isteach ar phátrúnacht na scoile faoin bpróiseas seo. De réir na gcritéar a úsáidtear i leith pátrúnachta ar scoileanna nua, leagtar béim ar leith ar an éileamh ó na tuismitheoirí ar an iolrachas agus ar an éagsúlacht. Bíonn sainroghanna na dtuismitheoirí i ngach aon cheantar, mar aon le méid na héagsúlachta atá le fáil faoi láthair sa cheantar, mar bhunús ríthábhachtach leis na cinntí maidir le toradh an phróisis. Ina leith seo, ní mór do na pátrúin ionchasacha teimpléad sainroghanna tuismitheoirí a chur faoi bhráid in éineacht lena n-iarratas ina bhfuil iarrtha ar thuismitheoirí a sainrogha a dhearbhú i bhfabhar oideachas a bheith curtha ar a gclann de réir shamhail scoile an phátrúin sin. Osclaíodh 42 scoil nua faoin bpróiseas seo ó 2011 i leith (24 bunscoil agus 18 iar-bhunscoil) agus éiteas il-sainchreidmheach ag 39 díobh (23 bunscoil agus 16 iar-bhunscoil).
Mar eolas don Teachta, tá tábla leis seo ina bhfuil na scoileanna nua a osclaíodh ó 2011 i leith leagtha amach mar aon le sonraí a gcuid pátrún faoi seach.
Bunscoil
|
Uimhir Rolla |
Ainm na Scoile |
Pátrún |
Éiteas |
|
20382F |
Gaelscoil na Mí |
An Foras Pátrúnachta |
Multi-denominational |
|
20383H |
Hansfield ETNS |
Educate Together |
Multi-denominational |
|
20384J |
Powerstown ETNS |
Educate Together |
Multi-denominational |
|
20400E |
Ballinteer Educate Together NS |
Educate Together |
Multi-denominational |
|
20402I |
City West Educate Together NS |
Educate Together |
Multi-denominational |
|
20398U |
Citywest & Saggart CNS |
Dublin & Dún Laoghaire ETB |
Multi-denominational |
|
20394M |
Gaelscoil an Chuillin |
An Foras Pátrúnachta |
Inter-denominational |
|
20401G |
Stepaside Educate Together NS |
Educate Together |
Multi-denominational |
|
20396Q |
Ashbourne Educate Together NS |
Educate Together |
Multi-denominational |
|
20403K |
Kildare Town Educate Together NS |
Educate Together |
Multi-denominational |
|
20412L |
Gaelscoil Teach Giúise |
An Foras Pátrúnachta |
Multi-denominational |
|
20411J |
Firhouse Educate Together NS |
Educate Together |
Multi-denominational |
|
20425U |
Gaelscoil Shliabh Rua |
An Foras Pátrúnachta |
Multi-denominational |
|
20426W |
Scoil Oscair |
Dublin & Dun Laoghaire ETB |
Multi-denominational |
|
20413N |
Douglas Rochestown Educate Together NS |
Educate Together |
Multi-denominational |
|
20428D |
Gaelscoil Mhic Aodha |
An Foras Pátrúnachta |
Multi-denominational |
|
20422O |
Scoil Aoife CNS |
Dublin & Dún Laoghaire ETB |
Multi-denominational |
|
20440Q |
Mallow CNS |
Cork ETB |
Multi-denominational |
|
20410H |
Knocknacarra Educate Together NS |
Educate Together |
Multi-denominational |
|
20441S |
Shellybanks Educate Together NS |
Educate Together |
Multi-denominational |
|
20473I |
Greystones CNS |
Kildare & Wicklow ETB |
Multidenominational |
|
20462D |
Galway Steiner NS |
Lifeways Ireland Ltd (Steiner Model) |
Multidenominational |
|
20392I |
Pelletstown/Ashtown Educate Together NS |
Educate Together |
Multidenominational |
|
20442U |
Scoil Chliodhna CNS Carrigtohill |
Cork ETB |
Multidenominational |
Iar-bhunscoil
|
Uimhir Rolla |
Ainm na Scoile |
Pátrún |
Éiteas |
|
76127D |
Gorey Community College |
Waterford & Wexford ETB |
Multi denominational |
|
76213T |
Lusk Community College |
Dublin & Dún Laoghaire ETB |
Multi denominational |
|
76233C |
Coláiste Bhaile Chláír |
Galway & Roscommon ETB |
Multi denominational |
|
76096S |
Merlin College, Doughiska |
Galway & Roscommon ETB |
Multi denominational |
|
76173K |
Coláiste na Mí |
Louth & Meath ETB |
Multi denominational |
|
68101M |
Hansfield Educate Together Secondary School |
Educate Together |
Multi denominational |
|
68083N |
Le Chéile Secondary School |
Le Chéile Schools Trust |
Catholic |
|
76193Q |
Maynooth Community College (Maynooth, Co. Kildare) |
Kildare & Wicklow ETB |
Multi denominational |
|
91573N |
Ballymakenny College |
Joint patronage of Louth & Meath ETB and Educate Together |
Multi denominational |
|
76195U |
Pobalcholáiste Chú Chulainn |
Louth & Meath ETB |
Multi denominational |
|
76196W |
De Lacy College |
Louth & Meath ETB |
Multi denominational |
|
68082L |
Coláiste Ghlór na Mara |
An Foras Pátrúnachta |
Multi denominational |
|
68161H |
Gaelcholáiste an Phiarsaigh |
An Foras Pátrúnachta |
Multi denominational |
|
68081J |
Temple Carrig Secondary School |
Archbishop of Dublin & Bishop of Glendalough |
Church of Ireland |
|
76152C |
Kishoge Community College |
Dublin & Dún Laoghaire ETB in partnership with Educate Together |
Multi denominational |
|
91614B |
Community School Celbridge |
Jointly Educate Together and Kildare and Wicklow ETB |
Multi denominational |
|
76273O |
Gaelcholáiste Charraig Uí Leighin |
Cork ETB |
Multi denominational |
|
76194S |
Naas Community College |
Kildare & Wicklow ETB |
Multi denominational |
