Written Answers Nos. 268-282
268. Deputy Clare Daly asked the Minister for Education and Skills the arrangements that have been made to ensure adequate consultation takes place with the survivors of residential institutions as part of the forthcoming review of operations at Caranua. [22345/16]
View answerThe terms of reference and the arrangements for the review of eligibility for services which are supported by Caranua, are being considered at present.
269. Deputy Sean Fleming asked the Minister for Education and Skills the status of a new site and new premises for a school (details supplied); and if he will make a statement on the matter. [22348/16]
View answerI can confirm that a building project for the school referred to by the Deputy is included on my Department's 6 Year Construction Programme, due to go to construction in 2017.
Architectural Planning for the project can commence as soon as a new site is acquired. The site is being acquired by the school Patron and my Department awaits confirmation from the Patron relating to the current status of the acquisition.
270. Deputy John McGuinness asked the Minister for Education and Skills if a school transport place will be provided for a person (details supplied) and if they are entitled to free school transport as their father is a medical card holder. [22362/16]
View answerIn general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream or special school that is or can be resourced, to meet their special educational needs under Department of Education and Skills' criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Only children who are eligible for school transport under the scheme are exempt from paying the annual charge.
My Department has requested additional information from the SENO and will liaise directly with the family when this information is received and considered.
271. Deputy Jackie Cahill asked the Minister for Education and Skills the minimum number of pupils required by a school (details supplied) to maintain its two-teacher school status; the lowest number of pupils to maintain it as a one-teacher school; and if he will make a statement on the matter. [22380/16]
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 30 September 2015.
Budget 2016 provides for a one point adjustment to the staffing allocation to primary schools, which has been 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.
The retention figures are reduced to 18, 52, and 82 for 2, 3 and 4 teacher schools respectively. Separately, a threshold of 15 pupils applies for the appointment and retention of the 2nd mainstream classroom teacher for those schools situated 8km or more from the nearest school of the same type of patronage/language of instruction.
The school referred to by the Deputy has an enrolment of 27 pupils and therefore will maintain its two teacher status for the 2016/17 school year.
272. Deputy Carol Nolan asked the Minister for Education and Skills the reason secretaries, caretakers and cleaners in schools are not paid directly by his Department and are employed at the discretion of the board of management with the use of ancillary services grants provided by his Department; and if he will make a statement on the matter. [22398/16]
View answer273. Deputy Carol Nolan asked the Minister for Education and Skills his plans to review the current practice whereby the board of management has sole responsibility for the terms and conditions of pay for school secretaries, cleaners and caretakers in schools; and if he will make a statement on the matter. [22399/16]
View answerI propose to take Questions Nos. 272 and 273 together.
Schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in primary and secondary schools. While a small number of these staff remain in schools, the schemes are being phased out and have been superseded by a more extensive capitation grant scheme. The majority of primary and voluntary secondary schools in the Free Education Scheme now receive capitation grant assistance to provide for caretaking, secretarial or cleaning services. Within the capitation grant schemes, it is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs and the Department does not stipulate how such services are to be obtained. Where a school uses the capitation grant funding to employ a caretaker, secretary or a cleaner, such staff are employees of individual schools. My Department therefore does not have any role in determining the pay and conditions under which they are engaged. These are matters to be agreed between the staff concerned and the school authorities.
Notwithstanding the above, in 2015 my Department agreed to engage with the union side in relation to the pay of School Secretaries and Caretakers who are employed using grant funding and to enter an arbitration process if necessary. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for School Secretaries and Caretakers comprehended by the terms of the arbitration process and that a minimum hourly pay rate of €13 for such staff be phased in over the period 2016 to 2019.
The Arbitrator's recommendations were accepted by both sides. My Department issued Circulars to schools which gave effect to the measures which applied from 1 January 2016 (i.e. an increase of 2.5% in the hourly pay rate and the introduction of a minimum hourly rate of €10.25) to School Secretaries and Caretakers comprehended by the terms of the arbitration process and also revised grant rates. Staff who were not comprehended by the Arbitrator's recommendations will benefit from the pay restoration measures contained in the Financial Emergency Measures in the Public Interest Act 2015.
274. Deputy Carol Nolan asked the Minister for Education and Skills the reason home tutors are not employed by his Department and must register as self-employed; his plans to change this practice; if his Department has ever reviewed this practice; and if he will make a statement on the matter. [22400/16]
View answerThe Deputy refers to the change in payment arrangements for Home Tuition since 2015.
I want to clarify that under the Home Tuition Scheme, home tutors have always been engaged by the parents/guardian of the child who is to receive tuition. Home tutors do not have a contractual relationship with the Department of Education and Skills.
The change in payment arrangements from September 2015 has not altered this. The new arrangements were introduced on foot of instructions from the Revenue Commissioners that payments under the Home Tuition Scheme are subject to statutory deductions at source.
In order to facilitate parents, my Department agreed to act solely as payroll agents on their behalf. Payment of the home tuition grant now issues directly to the approved tutor via my Department's Non-Teaching Staff payroll. Home tutors continue to be engaged by the parent/guardian to provide tuition.
Any further queries in relation to PAYE and USC should be directed to the Revenue Commissioners.
The Department of Social Protection has determined that Home Tutors are engaged under a contract for service and are therefore self-employed and subject to PRSI Class S. Any further queries in relation to PRSI Class should be directed to the Department of Social Protection.
275. Deputy Carol Nolan asked the Minister for Education and Skills the number of Gaelscoileanna and Gaelcholáistí currently recognised by his Department; the number of students that are receiving their education wholly through the medium of Irish; and if he will make a statement on the matter. [22401/16]
View answer276. Deputy Carol Nolan asked the Minister for Education and Skills the number of Aonad units that have been established and recognised by his Department; the number of students enrolled in each; and if he will make a statement on the matter. [22402/16]
View answer277. Deputy Carol Nolan asked the Minister for Education and Skills the number of Sruth units that have been established and recognised by his Department; the number of students enrolled in each; and if he will make a statement on the matter. [22403/16]
View answerI propose to take Questions Nos. 275 to 277, inclusive, together.
The are 248 all-Irish primary schools and 48 all-Irish post-primary schools, with a total of 55,241 pupils receiving their education in them (43,275 in primary and 11,966 in post-primary). These all-Irish schools include gaelscoileanna and gaelcholáistí (outside Gaeltacht areas) and Irish speaking schools in the Gaeltacht.
Regarding the Deputy's queries on the number of Aonad and Sruth, both of these would be part of an English-medium school and there is no indicator on a pupil's enrolment record to identify whether or not they are part of the cohort of pupils in either an Aonad or Sruth. Accordingly, I am not in a position to provide the requested figures.
For the Deputy's information, in addition to the 48 all-Irish post-primary schools where all pupils are taught all subjects through Irish, there are 13 post-primary schools where some pupils are taught all subjects through Irish and nine post-primary schools where some pupils are taught some subjects through Irish.
278. Deputy Carol Nolan asked the Minister for Education and Skills the ways in which he has considered the demand for Irish-medium education in the context of the new arrangements for the recognition of schools; and if he will make a statement on the matter. [22404/16]
View answerOnce it has been established from the demographic analyses that a new school, primary or post-primary, is required to meet the demographic need in a school planning area, a separate process is conducted to establish who will run the school.
This patronage process incorporates consideration of, and the potential for, Irish-medium provision. It is open to all patron bodies and prospective patrons, including patrons involved in Irish-medium provision and indeed any prospective patron which wishes to provide Irish-medium education, to apply for patronage of a new school under the patronage 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.
The assessment process includes an analysis of primary gaelscoil provision in the area and the adjacent school planning areas. Among the issues to be considered, particularly at post-primary level, are likely demand, long-term sustainability, the provision of a sufficient range of subject choice for students, appropriate school facilities and sufficient specialist teachers.
279. Deputy Carol Nolan asked the Minister for Education and Skills the steps taken by his Department to promote immersion education through Irish as set out in the 20-year strategy for the Irish language; and if he will make a statement on the matter. [22405/16]
View answerA new more mainstreamed approach, to that set out in the 20 Year Strategy on the Irish language, is being adopted by the Department in relation to language teaching and the embedding of language skills in our primary schools. In fact, a new language curriculum has been prepared by the NCCA for junior infants to second classes. It will include both English and Irish. It will be introduced to these primary pupils from next September.
Guidance on the use of CLIL (content and language integrated learning) is included in the materials developed by the NCCA to support the implementation of the new Primary language curriculum for infants to second classes. This will be introduced to primary schools from September 2016.
A comprehensive continuing professional development programme is in place to support the implementation of the new primary language curriculum. Teachers are, as part of this professional development, receiving advice on the use of different methodologies to teach Irish and to use Irish as the medium of instruction.
280. Deputy Carol Nolan asked the Minister for Education and Skills the remaining actions that his Department needs to take to give effect to the 20-year strategy on the Irish language; his plans to implement these measures; and if he will make a statement on the matter. [22406/16]
View answerOver the last five years, the Department of Education and Skills has continued to fulfil the commitments set out in its implementation plan under the 20-Year Strategy for Irish on a phased and systematic basis. My Department periodically monitors and reports on the progress made in the implementation of the Strategy. The most recent report on the progress made by the Department over the last five years was published in November 2015 and may be accessed on my Department's website at http://www.education.ie/en/Publications/Policy-Reports/20-Year-Strategy-for-the-Irish-Language-2010-to-2030-Progress-Report-2010-2015.pdf. This report outlines the continued progress that has been made, particularly with regard to developments in: curriculum; teacher education policy; Irish-medium education and Gaeltacht education.
Work is currently underway in my Department to finalise policy proposals for Gaeltacht education in light of the outcomes of a consultation process. Consideration is being given to various options and potential actions that will be most beneficial for the regeneration and survival of the Irish language and of the role Gaeltacht education has to play in this. The document needs to be discussed by me with my Cabinet colleagues. Proposals in the document are also being discussed as part of the estimates process for the forthcoming budget.
My Department will continue to monitor on-going progress in the implementation of the 20 Year Strategy and, in collaboration with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs, will continue to support and promote best practice with regard to the Irish Language not only in Gaeltacht areas but also throughout the education system.
281. Deputy Carol Nolan asked the Minister for Education and Skills the sections of the EPSEN Act that have not been commenced; and if he will make a statement on the matter. [22407/16]
View answerA number of sections of the Education for Persons with Special Educational Needs Act 2004 have been commenced, including those establishing the National Council for Special Education and those promoting an inclusive approach to the education of children.
The following sections of EPSEN were commenced in 2005.
Section 1 – Interpretation
Section 2 - providing for the inclusive education of children with Special Educational Needs
Section 14 – placing certain duties on schools
Sections 19 to 37 - placing the Council on a statutory footing.
Section 39 - placing certain duties on Health Boards
Sections 40 to 53 - amending the Education Act
Schedule 1 – providing for meetings and membership of the Council
Schedule 2 providing for the Chief Executive Officer of the Council.
The remaining sections of the Act have yet to be commenced. Legal advice provided to my Department indicates that the EPSEN Act, as it is currently constituted, may not be implemented on a phased, or age cohort, basis.
The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to:
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
The NCSE published a Plan for the Implementation of the EPSEN Act in 2006. This report concluded that additional investment over a period of years of up to €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act.
My Department's opinion is that the level of investment required could be significantly greater than that envisaged in the NCSE report.
While awaiting the full implementation of the EPSEN Act, the NCSE has published a number of policy advice papers which make recommendations aimed at developing a better or more effective alternative to the current resource allocation model, and which aims to move the system towards ultimate implementation of the EPSEN Act.
These reports include the NCSE policy advice on Supporting Students with Special Educational Needs in Schools, published in 2013, and the Report of the Working Group on a Proposed New Model for Allocating Teaching Resources for pupils with Special Educational Needs, published in 2014. The alternative model was piloted in 47 schools during 2015/16 school year and the effectiveness of the pilot is currently being reviewed. This review will allow us to take into account the learning experiences of schools, principals, pupils and the views of parents over the course of the pilot.
It is therefore intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially, through policy developments across a range of areas, in conjunction with NCSE policy advice.
Under the Programme for a Partnership Government, I have also committed to consulting with stakeholders to see how best to progress sections of the EPSEN Act that were introduced on a non-statutory basis.
282. Deputy Carol Nolan asked the Minister for Education and Skills the number of prefabricated classrooms that were replaced under the previous programme for Government; the number that were identified but not replaced; the total cost of replacement; and if he will make a statement on the matter. [22408/16]
View answerUnder the Department's Prefab Replacement Initiatives in 2012 and 2013, approval was given to 209 primary and 8 post primary schools nationally to replace their rented prefab accommodation (614 units) with permanent accommodation. In excess of €57m has been allocated for these initiatives of which €52.2m has been paid to date.
However, this is not the only manner by which prefabs were replaced by my Department. Prefabs are routinely replaced in schools as part of their major building projects. This includes schools that were on my Department's 5-year capital Programme (2012-2016) and those that are on my Department's new 6-year Programme (2016-2021). The cost of the prefab element of the major projects involved is not readily available nor is information held in the Department on prefabs identified and not replaced.
The Deputy will be aware that it is my intention to replace all purchased prefabs with permanent accommodation over the lifetime of my Department' s current capital programme. The funding provision of €180 million is being made available from 2019 for this initiative in the programme.
