Written Answers Nos. 267-286
267. Deputy Tom Neville asked the Minister for Education and Skills the status of an application for capital funding for additional accommodation for a school (details supplied); when he will make a decision on the application for funding for additional accommodation; and if he will make a statement on the matter. [20882/16]
View answerI can confirm to the Deputy that my Department has recently conveyed grant approval to the school authority, in question, for the provision of additional classroom accommodation including universal access toilet facilities.
268. Deputy Thomas P. Broughan asked the Minister for Education and Skills if there is no legislative requirement on schools to provide special classes for children with autism spectrum disorder; his plans to remedy this situation; and if he will make a statement on the matter. [20888/16]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
There are approximately 14,000 students with ASD in the school system.
- 63% are educated in mainstream classes
- 23% are educated in special classes in mainstream primary and post-primary schools; and
- 14% are educated in special schools
In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
The Deputy will also be aware that it is the role of the National Council for Special Education (NCSE) to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified.
Progress in developing this network has been significant and in addition to the special school placements there are currently over 1,000 special classes throughout the country at primary and post primary level of which 765 are for children with Autism. This figure will increase to 1,153 special classes available next year of which 889 will be for children with Autism.
The Deputy will also be aware that the Education (Admission to Schools) Bill 2016 was published last Friday. The Bill will bring tangible benefits to all parents. The Bill will include measures which would oblige all schools to admit pupils where there are available places.
The Bill will also include measures to provide for a situation where a child (with special needs or otherwise) cannot find a school place. The proposed measures will allow the National Council for Special Education or Tusla to designate a school place for that child.
269. Deputy Dara Calleary asked the Minister for Education and Skills if funding is available for a national school (details supplied) for equipping a new resource classroom and if not, why not; and if he will make a statement on the matter. [21018/16]
View answerI am pleased to be able to inform the Deputy that the school to which he refers has been allocated funding for furniture for the new resource room approved under my Department's Additional Accommodation Scheme. In common with all projects carried out under this Scheme, the furniture grant will be paid at final drawdown stage for the project.
270. Deputy Paul Kehoe asked the Minister for Education and Skills why a person in receipt of payment under the invalidity pension scheme is not eligible to apply for a Springboard course; his plans to alter this eligibility; and if he will make a statement on the matter. [21035/16]
View answerSpringboard+ which incorporates the ICT skills conversion programme, is a targeted initiative which is used to provide funding for higher education courses aimed at meeting the need for in-demand skills in the economy and supporting jobseekers to return to employment.
To be eligible for a place on a part-time Springboard course a person must have a previous history of employment, be unemployed, actively seeking employment, and be in receipt of one of the qualifying Social Protection allowances as listed on www.springboardcourses.ie or be signing for credits or be previously self employed.
The invalidity pension is a payment made to people who are permanently incapable of work because of an illness or incapacity. One of the conditions for participating on a Springboard course is that participants must continue to remain available for and be actively seeking employment. As a person on an invalidity benefit is considered to be incapable of work they would not meet this criterion.
The two-year part-time ICT skills conversion programme is open to all individuals, regardless of their social protection status, who already hold a level 8 or equivalent qualification and have the capacity and underlying aptitude, to undergo an intensive programme of study to acquire honours degree level ICT programming skills.
I understand that exemptions may be granted for invalidity pension recipients to undertake certain courses of study provided the course does not involve an in-work element and provided there is no payment being received on foot of participating on the course, accordingly it may be open for someone in receipt of an invalidity pension to apply for a place on a part-time ICT skills conversion course under Springboard+ 2016. Full details regarding all part-time ICT skills conversion courses which will be delivered under Springboard+ 2016, including entry requirements are available on www.springboardcourses.ie. Decisions around the award of places on a part-time ICT conversion course are a matter for individual course providers.
Queries in relation to exemptions for invalidity pension recipients who wish to pursue a course of study are dealt with by the Department of Social Protection.
271. Deputy Tony McLoughlin asked the Minister for Education and Skills the sick leave entitlements of an employee of an education and training board in the event of a workplace accident; if the entitlements are restricted to 92 days on full pay and 91 days on half pay, and the one-year rolling rule, with a review over four years, dual look back; if the leave is ring-fenced, as is the case in many other Government bodies and Departments so as not to affect the employees sick leave record or future entitlements; and if he will make a statement on the matter. [21042/16]
View answerThe current sick leave scheme provides that sick leave may be granted by an employer to a teacher who is unable to perform his/her duties because of illness or injury. The terms of the sick leave scheme are contained in my Department's Circular 0053/2015 Sick Leave Scheme for Registered Teachers in Recognised Primary and Post-Primary Schools and provides for the following:
- A maximum of 3 months (92 days) on full pay in a year
- Followed by a maximum of 3 months (91 days) on half pay
- Subject to a maximum of 6 months (183 days) paid sick leave in a rolling four year period.
A teacher who becomes incapacitated as a result of a critical illness or serious physical injury may be granted extended paid sick leave, in exceptional circumstances of:
- A maximum of 6 months (183 days) on full pay in a year
- Followed by a maximum of 6 months (182 days) on half pay
- Subject to a maximum of 12 months (365 days) paid sick leave in a rolling four year period.
Where the relevant period of paid sick leave has been exhausted, a teacher with a minimum of 5 years' service at the end of the period of paid sick leave may, subject to certain conditions, be granted further leave with Temporary Rehabilitation Remuneration (TRR).
The circular was agreed under the auspices of the Teacher's Conciliation Council (TCC), a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council comprises representatives of teachers, school management, the Department of Education and Skills and the Department of Public Expenditure and Reform, chaired by an official of the Workplace Relations Commission.
My Department's Circular Letter M18/99 outlines the policy to be adopted in schools where incidents of assaults on teachers occur. This policy includes compliance with the Safety, Health and Welfare at Work Act as regards identifying hazards, assessing risks and putting in place appropriate safeguards and preventative measures. The Circular also provides for an application for assault leave to be made to my Department. Where Assault Leave is granted, such leave does not form part of the teacher's sick leave record.
272. Deputy Mattie McGrath asked the Minister for Education and Skills the safeguards that he is proposing to allow a school to determine and preserve its ethos, specifically given the Education (Admission to Schools) Bill; and if he will make a statement on the matter. [21060/16]
View answerIt is the patron body of a school who determines the ethos or characteristic spirit of the school.
The recently published Education (Admission to Schools) Bill 2016 does not propose any changes to the existing provisions in the Education Act which relate to the ethos or characteristic spirit of a school. However, the Admissions Bill introduces a new requirement for a school to set out the characteristic spirit and general objectives of the school in their admission policy.
Section 9 of the Education Act provides that a recognised school shall use its available resources to promote the moral, spiritual, social and personal development of students and provide health education for them, in consultation with their parents, having regard to the characteristic spirit of the school.
Section 15 of the Education Act provides that a board of management shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school, and at all times act in accordance with any Act of the Oireachtas or instrument made thereunder, deed, charter, articles of management or other such instrument relating to the establishment or operation of the school.
In relation to the Equal Status Act, the Admissions Bill does not propose any changes to section 7(3)(c) of the Equal Status Act. Section 7(3)(c) 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.
As the Deputy may be aware, the Oireachtas Committee on Education and Skills, is to consider the complex issues raised by the Labour Party's proposed amendment to section 7(3)(c) of the Equal Status Act as set out in their recently published Private Members Bill. The Government proposed and the Dáil agreed that this Bill proceed to second stage after these hearings are held.
273. Deputy Mattie McGrath asked the Minister for Education and Skills the latest information on the numbers of over-subscribed primary and secondary schools; and if he will make a statement on the matter. [21061/16]
View answerMy Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post primary level to determine where additional school accommodation is needed at primary and post-primary levels. The outcome of the latest demographic exercises was that in November 2015, 13 new schools were announced to open nationwide in 2017 and 2018.
The November 2015 announcement also detailed the major school projects that will commence construction from 2016-2021 as part of my Department's Six-Year Capital Programme. The programme aims to prioritise new building projects and major extensions, including special schools, in areas where significant demographic need has been established. The Deputy will also be aware that the Capital Programme is also progressing school projects that were announced under my Department's 5 Year Plan (2012-16). In addition, the Capital Programme also provides for devolved funding for additional classrooms for schools, where an immediate accommodation requirement has been identified, such as the appointment of an additional teacher. In that regard, it is open to schools to apply for funding for additional classroom accommodation, where required.
My Department's Forward Planning section will continue to analyse demographic trends and monitor enrolments, to determine the level of additional school provision which may be required to ensure that every child will have access to a physical school place.
274. Deputy Mattie McGrath asked the Minister for Education and Skills the status of his Department's involvement with the forum on patronage and pluralism in the primary sector; and if he will make a statement on the matter. [21062/16]
View answerThe Forum on Patronage and Pluralism in the Primary Sector was established in 2011 to advise on how the primary education system can provide a sufficiently diverse range of primary schools and on how all primary schools can become more inclusive.
The report of the Forum Advisory Group was published in April 2012 and made a series of recommendations aimed at ensuring 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 four broad areas:
- those dealing with planning towards future patronage arrangements and having a more diverse range of patronage types for new schools in areas of rising population;
- those dealing with the practicalities of achieving divesting of patronage
- where there is a stable population and a demand for diversity of school types;
- those dealing with Irish language provision; and
- those dealing with the creation of more inclusive schools
An Action Plan in response to the Forum report was produced in June 2012 and work on implementation has been advanced by my Department in consultation with relevant stakeholders.
A follow-up paper, entitled "Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions", was published by my Department in 2014. The paper gives an update on the progress made to date on implementing the Forum's recommendations, with a particular focus on the issue of inclusion and diversity in schools.
The 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 and to publish a new Admission to Schools Bill, which was published last week.
275. Deputy Mattie McGrath asked the Minister for Education and Skills the number and location of primary schools that have been closed in the past three years; and if he will make a statement on the matter. [21063/16]
View answerI can confirm to the Deputy that 15 primary schools have closed in the past 3 years between 2014 and 2016 inclusive, across various locations nationally. I have included a list of the schools in question for the Deputies convenience.
The initiative for closing a school may come from a variety of sources, such as parents, staff, Board of Management, Patron and the Department. Any proposal to close a school must involve consultation with all of the relevant stakeholders and follow decisions taken at local level. This is in line with the commitment contained in the Programme for Government that a small school will not be closed without the consent of parents.
Details of closures:-
|
County |
School Name |
Roll No |
Year closed |
|
Co Mayo |
Glenisland NS Glenisland, Castlebar |
09658H |
2016 |
|
Co Cork |
Sherkin Island National School, Baltimore |
14065H |
2016 |
|
Co Roscommon |
Rathcroghan National School, Ballinagare, Castlerea |
17094G |
2015 |
|
Co Leitrim |
SN na Craoibheleithe, Creevalea, Drumkeeran |
16951T |
2015 |
|
Co. Cavan |
Corratober NS, Corratober, Arva |
12713G |
2015 |
|
Co Wexford |
St Ibar’s National School, Clohaman, Enniscorthy |
17267L |
2015 |
|
Co. Limerick |
Scoil Mhuire, Glenroe, Kilmallock |
17076E |
2015 |
|
Co Mayo |
SN an Chorráin, Corráin, Acaill |
16295L |
2015 |
|
Waterford |
Scoil na Croise Naofa, Kilmacthomas |
01767S |
2014 |
|
Co Kildare |
Timolin NS,Timolin |
16535F |
2014 |
|
Co Tipperary |
Scoil Bhride, Borrisoleigh |
17679L |
2014 |
|
Co Kerry |
Tureencahill NS, Rathmore |
17699R |
2014 |
|
Co Galway |
Canageehy NS, Tuam |
18222R |
2014 |
|
Co Galway |
Woodlawn NS, Loughrea |
17998E |
2014 |
|
Co Cork |
Mallow N.S. (No.1), Mallow |
12004A |
2014 |
276. Deputy Thomas P. Broughan asked the Minister for Education and Skills the cost of increasing the capitation grant for post-primary schools from €296 to €316; and if he will make a statement on the matter. [21074/16]
View answerThe cost of increasing the capitation grant from €296 to €316 per pupil for post Primary Schools would cost approximately €6.5m.
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.
The commitments in the Programme, including to increased capitation funding, will be considered in the context of the budgetary process.
277. Deputy Paul Murphy asked the Minister for Education and Skills if teachers registered under regulation 3 who are holders of AMI or level 7 St. Nicholas qualifications will remain unaffected by changes to these routes of registration, as per the Teaching Council advice; and if he will make a statement on the matter. [21092/16]
View answer279. Deputy Paul Murphy asked the Minister for Education and Skills if he envisages that all of the teaching positions for special schools and special classes in mainstream schools will be filled given the intention to end the route of regulation 3 registration with the Teaching Council in 2021; and if he will make a statement on the matter. [21094/16]
View answerI propose to take Questions Nos. 277 and 279 together.
The Teaching Council is, since 2006, the statutory regulator and standards body for the teaching profession.
It is intended that, under the revised Teaching Council [Registration] Regulations, Regulation 3 (Montessori and Other Categories) will be accommodated under Route 4. Under this route of registration a teacher currently registered under Regulation 3 may maintain his/her registration on the basis of the qualification which was recognised in order for the Teaching Council to register him/her initially. Teachers holding level 7 Montessori qualifications who are currently registered will be accommodated as part of this provision.
The Deputy should note that my Department has no plans to change the current position whereby a teacher who is currently registered with a Montessori qualification under Regulation 3 (or its equivalent in the revised regulations) is eligible for employment as a teacher of pupils with special education needs in recognised mainstream primary schools and special schools. The Deputy will be aware that all teachers who have achieved full registration with the Council are eligible to teach across all settings including mainstream and special education settings. I do not envisage that there will be a difficulty filling teaching positions in special classes and special schools.
278. Deputy Paul Murphy asked the Minister for Education and Skills if provision will be made for those teachers who are registered under regulation 3 to gain panel access; and if he will make a statement on the matter. [21093/16]
View answerThe supplementary panel application process for eligible fixed-term (temporary/substitute) and part-time teachers for the 2016/17 school year is set out in Circular 0058/2015 which is available on my Department's website.
Since 2006, the Teaching Council is the body with statutory responsibility and authority for regulation of the teaching profession, including the registration of teachers under the Teaching Council Acts 2001-2015.
Under the Teaching Council [Registration] Regulations 2009, Regulation 3 (Montessori and other categories), graduates with certain Montessori qualifications (Level 8 on the National Framework of Qualifications) are allowed to be registered as teachers to teach in certain restricted settings in recognised schools.
Lengthening and reconfiguring the programmes of initial teacher education is a key component of the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020. These changes were incorporated into the Teaching Council's Policy Paper on the Continuum of Teacher Education, which set the criteria for providers of initial teacher education.
The position is that, since the end of the 2012/13 school year, the Supplementary Special National Panel is being phased out and no new applications are being accepted. This decision by my Department reflects the wider availability of primary teachers who are qualified to work in all settings, which was not the case when this panel was originally set up.
Since 2012, the Teaching Council has responsibility for determining policy, procedures and criteria for the induction and probation of newly qualified teachers. Droichead which is the enhanced model of induction for Newly Qualified Teachers (NQTs) developed by the Council is being phased in at present and will be the only recognised route of induction for all new teachers from September 2018. In the meantime, NQTs in mainstream settings may complete probation through external evaluation conducted by my Department's inspectors. However, completion of the induction/probation process in special education settings can only be achieved through the Droichead process.
Arrangements for the Supplementary Panel will be reviewed with the relevant education stakeholders later this year to determine what adjustment, if any, is required for the 2017/18 school year.
280. Deputy Brendan Griffin asked the Minister for Education and Skills if a person with supplementary panel rights in 2017 can be considered for vacancies in the 2016-17 school year; and if he will make a statement on the matter. [21110/16]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprising eligible fixed-term (temporary/substitute) and part-time teachers.
The arrangements for panel access for fixed term (temporary/substitute) and part-time teachers for the 2016/17 school year are set out in Department Circular 0058/2015 which was published on 16 November 2015 on the Department website. The deadline for submission of applications to the Supplementary Panel 2016/17 to my Department was 11th December 2015.
Arrangements for the Supplementary Panel for the 2017/18 school year will be published on the Department website in the Autumn.
281. Deputy Brendan Griffin asked the Minister for Education and Skills if the income threshold for the supplementary teaching panel will be brought in line with the school academic year; and if he will make a statement on the matter. [21114/16]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies.
Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprising eligible fixed-term (temporary/substitute) and part-time teachers.
The supplementary panel application process for eligible fixed-term (temporary/substitute) and part-time teachers for the 2016/17 school year is set out in Circular 0058/2015.
Arrangements for the Supplementary Panel will be reviewed with the relevant education stakeholders later this year to determine what adjustment, if any, is required for the 2017/18 school year.
282. Deputy Sean Sherlock asked the Minister for Education and Skills the number and location of child psychologists he employs under the National Educational Psychological Service. [21118/16]
View answerI can inform the Deputy that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA).
My Department, over the course of recent economic difficulties, has not only maintained psychologist staffing levels within NEPS, but has increased them by some 10% since late 2008, to a current level of 176 individuals, equating with 166 whole time equivalent psychologists when work-sharing arrangements are factored in. While the numbers of psychologists have steadily increased over the past ten years despite expenditure constraints, the numbers of pupils enrolled in school has also grown rapidly.
The Programme for a Partnership Government commits that we will invest additional resources in the National Educational Psychological Service to ensure earlier intervention and access for young children and teenagers and to offer immediate support to schools in cases of critical incidents. The Programme commits to bring the total number of NEPS psychologists to 238 from the current sanctioned limit of 173.
I include for the Deputy's information a table setting out the number of NEPS Educational Psychologists currently employed in NEPS by office location.
Number of Individual Educational Psychologists employed currently by NEPS by location
|
Region |
Office |
No. Psychologists |
|
Dublin/Mid Leinster |
Clondalkin |
6 |
|
- |
Blackrock |
13 |
|
- |
Naas |
9 |
|
Dublin |
Clondalkin |
6 |
|
- |
Nth Frederick Street |
20 |
|
- |
Head Office D.E.S. Marlborough Street |
1 |
|
Mid Munster |
Clonmel |
5 |
|
- |
Cork |
21 |
|
North East |
Cavan |
5 |
|
- |
Drogheda |
6 |
|
- |
Navan |
6 |
|
North West |
Letterkenny |
8 |
|
- |
Mullingar |
7 |
|
- |
Sligo |
3 |
|
South East |
Kilkenny |
7 |
|
- |
Portlaoise |
5 |
|
- |
Waterford |
5 |
|
- |
Wexford |
6 |
|
South West |
Ennis |
6 |
|
- |
Limerick |
10 |
|
- |
Tralee |
6 |
|
West |
Castlebar |
3 |
|
- |
Galway |
9 |
|
- |
Roscommon |
3 |
|
Totals |
- |
176 |
283. Deputy Eamon Ryan asked the Minister for Education and Skills further to Parliamentary Question No. 204 of 21 June 2016, to provide details of the process for development of the new schools in the Dublin 2, 4, and 8 areas; and the status of the process and the groups which have expressed an interest in running the schools. [21160/16]
View answerAs the Deputy is aware the outcome of the latest demographic exercises, based on the GIS, was the announcement, in November 2015, of the establishment of four new primary schools and nine new post-primary schools to open in 2017 and 2018 to cater for increased demographic needs. These schools include a new primary school which will open in 2018 to serve the Dublin South City Centre areas of Dublin 2, 4 and 6 and a new post-primary school will also open in 2018 to serve the areas of Dublin 2, 4, 6 and 8.
When it is decided that a new school is required to meet demographic needs in an area, a separate patronage process is conducted to decide who will operate the school. It is open to all patrons and prospective patrons to apply for patronage of a school under this process. Parental preferences for each patron, together with the extent of diversity currently available in the area, are key to decisions in relation to the outcome of this process. In this regard, as part of the application process, prospective patrons must submit completed parental preferences.
Regarding the patronage process for the nine new post-primary schools, including the new school to serve the Dublin South City Centre, this process is currently ongoing. The closing date for receipt of applications was 8th June and 24 separate applications were received over the nine schools. My Department is currently assessing the applications received. This assessment stage involves very detailed work, including geo-coding each parental preference received to establish if they represent a parent of a child living in the school planning area the school is set up to serve.
Following completion of this detailed analysis, my Department will prepare detailed assessment reports in relation to each of these new schools based on the applications received. These will then be submitted to the New Schools Establishment Group for their consideration. Following completion of Group's work, they will submit a report with recommendations to me for my consideration and final decision.
The patronage process for the new primary schools, including the new primary school to serve the Dublin South City Centre, will be run following completion of the post-primary patronage process.
284. Deputy Michael Ring asked the Minister for Education and Skills his plans to amend Circular 0030/2014 so that children with high functioning autism can receive more assistance under the special needs assistants scheme; and if he will make a statement on the matter. [21178/16]
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.
I recently announced that from September next 12,900 Special Needs Assistants (SNAs) will be available for allocation to primary and secondary schools, which is 860 more posts, or a 7% increase in the number of posts over which were available last year. In total, the number of SNA posts available has increased by almost 22% from 10,575 posts, available in 2011. About 69% of all students with ASD access SNA support.
The criteria for the provision of SNA support are set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie.
The Circular states that the purpose of the SNA scheme is to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.
The scheme provides for the allocation of a quantum of SNA support to schools, taking into account the assessed care needs of individual children with disabilities, or severe medical needs. The scheme is not limited only to children who have been assessed as having specified categories of disability.
DES Circular 30/2014 provides that SNA support may be allocated, where necessary, to provide pupils with assistance with severe communication difficulties, including enabling curriculum access for pupils with physical disabilities or sensory needs and those with significant social and emotional difficulties.
Schools may therefore make applications for SNA support to the NCSE for children who have assessed significant care needs which fulfil such criteria.
Schools who wish to make applications for SNA support should apply to the NCSE.
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 www.ncse.ie.
At my request the NCSE have commenced a comprehensive assessment of the SNA scheme in order to provide better outcomes for students with special needs and to ensure that we are making the best additional investment for children with special educational needs.
285. Deputy Sean Sherlock asked the Minister for Education and Skills the way in which the NEPS service interacts with the CAMHS service; and the number of referrals that have been made by NEPS to CAMHS for each of the years 2014 to 2016, to date; and if he will make a statement on the matter. [21193/16]
View answerThe Deputy will be aware that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA). Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
NEPS liaises on an ongoing basis with the Child and Adolescent Mental Health Services (CAMHS) at national, regional and local levels, developing and maintaining protocols and processes around referral pathways, and co-operative work-practices, to support and plan for the needs of these students in schools.
Where the NEPS psychologist undertakes consultation or assessment of an individual pupil full details thereof are maintained on that individual's file maintained at NEPS local office level. While a central database (Casetrack) is maintained nationally which records short-hand detail of all such interactions (pupil name, d.o.b, school, class, nature of concern, findings and recommendations, etc) and may cite the fact that the individual has been referred onwards to another service it does not necessarily allow for the identification of the specific service. It is not possible to identify the number of referrals made to the CAMHS service from this source.
286. Deputy Joan Collins asked the Minister for Education and Skills further to Parliamentary Question No. 158 of 5 July 2016, if an employer disregards the statutory instrument (details supplied) the name of the body to which the employee can raise their case; and if he will make a statement on the matter. [21197/16]
View answerSpecial Needs Assistants are employed by the management authority of each individual school. It is a matter for the employer to comply with relevant legislation including the Maternity Protection, Protection of Mothers Who Are Breastfeeding Regulations 2004. Complaints in relation to contraventions of the above legislation by the employer may be presented/referred to the Director General of the Workplace Relations Commission.
