Written Answers Nos. 136-155
136. Deputy Micheál Martin asked the Minister for Education and Skills if he or his Department has received correspondence from a person (details supplied) requesting an apology from the State; and if he will make a statement on the matter. [33379/16]
View answerI can confirm that my Department is in receipt of correspondence from the person referred to by the Deputy. I have every sympathy for anybody who was the subject of child abuse.
The position is that all schools are managed by the school Board of Management, on behalf of the school patrons or trustees. My Department supplies funds and resources to schools to function and sets out various guidelines and policies to be observed by schools. My Department does not run schools on a day to day basis.
The Board of Management is the body charged with the direct governance of a school, and it is the Board of Management which employs the staff in a school. As the Deputy will be aware, the State cannot be held vicariously liable for the actions of a teacher given that the State is not the employer of teachers in schools.
The Health Service Executive run a national counselling service for victims of sexual abuse. This specialist service provides confidential counselling, free of charge to adults who have experienced child abuse in their family, community or institutional setting. Child abuse includes emotional, physical, sexual abuse and neglect. Counselling is available at 60 locations throughout Ireland.
The State Claims Agency manages personal injury and negligence claims brought against certain State authorities. The contact address for that body is: State Claims Agency, Treasury Building, Grand Canal Street, Dublin 2.
137. Deputy Catherine Martin asked the Minister for Education and Skills the reason he has signalled his intent to financially penalise a specified cohort of teachers to which supervision work is not applicable as it does not form part of their conditions and terms of employment and work expressly undertaken and agreed (details supplied); and if he will make a statement on the matter. [33418/16]
View answer149. Deputy Róisín Shortall asked the Minister for Education and Skills further to clause 7 of Circular 71/2016, if ASTI members who had previously opted out of the supervision and substitution scheme under clause 18 of Circular 0006/2015 are still deemed to be opted out of the scheme; and if he will make a statement on the matter. [33649/16]
View answerI propose to take Questions Nos. 137 and 149 together.
Supervision and substitution duties are compulsory for all teachers since the Haddington Road Agreement. A limited group of teachers were allowed to opt-out of the duties in return for a pay reduction as part of the overall supervision and substitution scheme. The ASTI directive instructs members to withdraw from the supervision and substitution scheme. The opt-out is an element of the S&S scheme and ASTI has directed all members to withdraw from that scheme in its entirety. Therefore, the ‘opt-out’ provided for under the scheme will not apply to ASTI members who are subject to their directive.
138. Deputy Seán Crowe asked the Minister for Education and Skills if a school (details supplied) has applied for funding to secure a permanent site on which the school was supposed to be constructed in June 2016; the reason for the delay; and when the work will be completed. [33446/16]
View answerMy Department is committed to providing a permanent school building for the school to which the Deputy refers. This involves a planning matter and my Department has been working with all relevant parties to resolve it in so far as it has the power to do so.
In December 2012, outline planning permission to provide a permanent school building for the school was submitted to the County Council but was refused on the grounds of site access. This was appealed by my Department to An Bord Pleanála but subsequently withdrawn to facilitate submission to the Council of an amended outline planning permission in 2013, which was also refused on similar grounds.
This decision was appealed by my Department to An Bord Pleanála but refused. However, the Board considered that the matter of assessing alternative means of accessing these lands would benefit from a co-ordinated approach by my Department and the planning authority in the interests of achieving a comprehensive and balanced solution to ongoing access issues on this educational campus.
My Department and the Council have met to discuss appropriate access routes with a view to a further planning application being submitted as soon as possible. My Department is also actively in discussion with relevant landowners to advance this process to a satisfactory conclusion.
Although the difficulty is fundamentally a planning matter which is not in the direct control of my Department, my officials are continuing to pursue all avenues available to them to resolve this matter in co-operation with the County Council.
139. Deputy Colm Brophy asked the Minister for Education and Skills if he will provide, in detail, the sick leave entitlements of a person (details supplied); and if he will make a statement on the matter. [33497/16]
View answerFollowing a review of sick leave arrangements, a new Public Service wide sick leave scheme was introduced across the Public Service in 2014. The Public Service Management (Recruitment and Appointments) (Amendment) Act 2013, provided the Minister for Public Expenditure and Reform with the power to make regulations that set out the specific details of the Public Service Sick Leave Scheme. These regulations are contained in SI 124 of 2014 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 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 Temporary Rehabilitation Remuneration (TRR).
TRR will not exceed 18 months (548 days) in the case of ordinary illness. In the case of a teacher who has been granted extended sick pay under the critical illness provisions, he/she may have access to 12 months (365 days) TRR followed by a further period of TRR not exceeding 24 months (730 days). This further period of TRR is subject to six-monthly reviews.
Details of teachers' sick leave are set out in the electronic book "Employment Terms and Conditions for Registered Teachers in Recognised Primary and Post Primary Schools" which is available on my Department's website.
In accordance with the provisions, as outlined in the book, sick leave may be granted to a teacher who is unable to perform his/her duties because of illness or injury by an employer. A detailed statement of all sick leave absences should be supplied annually or on request to each teacher by the employer, i.e. Board of Management or Education and Training Board.
140. Deputy Jack Chambers asked the Minister for Education and Skills the number of ASD classes that are presently carried out in Dublin 15; if his attention has been drawn to the severe shortage of these classes in Dublin 15; the reason there are not enough such classes; the measures to be introduced to rectify this problem; the immediate solutions available for parents of children who require ASD classes in Dublin 15; and if he will make a statement on the matter. [33566/16]
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 are unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
Special classes for children with ASD within mainstream post-primary schools have a lower pupil–teacher ratio of 6:1.5 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 students.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. The NCSE continues to engage with schools in opening special classes where there is an identified need for special class provision.
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 762 are for children with Autism.
The NCSE recently published a list of special classes for the 2016/17 school year. In total there are 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.
The NCSE has advised that for the current school year there will be 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approx. 16% on 2015/16 classes for children with autism.
With regard to Dublin 15, there are 21 special classes attached to mainstream schools for the current school year. 19 classes are for students with ASD, including 2 Early Intervention Classes, 15 primary ASD classes and 2 at post-primary ASD classes.
Details of all special classes for children with special educational needs, are available on www.ncse.ie in county order, and with new classes identified.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post-Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.in county order, and with new classes identified.
141. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of a transport grant for a person (details supplied); and if he will make a statement on the matter. [33574/16]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently in the region of 114,000 children, including some 10,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The child referred to by the Deputy is eligible for school transport and my Department will be in contact with the family regarding a Special Transport Grant to cover the cost of private transport arrangements from the commencement of the 2016/17 school year.
142. Deputy Niall Collins asked the Minister for Education and Skills if his attention has been drawn to the concerns in a local community in respect of the delay with a building programme (details supplied); if he will provide a report on the updated position regarding the project; when he expects building to commence and the permanent building to be available for pupils; and if he will make a statement on the matter. [33580/16]
View answerI am pleased to inform the Deputy that the proposed new post-primary school project to which he refers has recently been authorised to proceed to tender and subject to no issues arising it is envisaged that construction should commence early in 2017. Once on site it will take approximately 24 months for the building to be completed.
Adequate accommodation has already been provided on site to cater for the first year's enrolment. Pending completion of the new building, this accommodation will be enhanced accordingly to bring it in line with future enrolment demands.
143. Deputy Bernard J. Durkan asked the Minister for Education and Skills if a school place will urgently be provided at a school for a person (details supplied); and if he will make a statement on the matter. [33591/16]
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.
The National Council for Special Education has advised my officials that the child in question has a diagnosis of Autistic Spectrum Disorder (ASD).
At present, 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.
Children with ASD enrolled in mainstream classes can receive additional teaching support through the learning support and/or the resource teacher and, where appropriate, will receive access to Special Needs Assistance and assistive technology if required.
In respect of children with ASD who are unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
My Department has been informed by the NCSE that the Parents of the child in question have recently sought to enrol their child in a different school. The NCSE local Special Educational Needs Organiser (SENO) has liaised with the Parents and helped identify available school placement options.
The enrolment of a child to a school is a matter, in the first instance, for the parents/guardians of the child and the Board of Management of a school. Parents can choose which school to apply to and, where the school has places available, the pupil should be admitted.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school. My Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld.
Application forms for taking a section 29 appeal are available on my Department's website at the following link http://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Section-29-Appeals-Application-Form.doc, or by contacting Section 29 Administration Unit, Friars Mill Road, Mullingar, Co. Westmeath. Appeals should be taken within 42 days from receipt of written notification from the school's Board of Management.
The Education (Admission to Schools) Bill was published on 6th July 2016. The Admissions Bill provides that where a school has places available it must admit all applicants. The Bill contains a provision for the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs).
The parents of the child should continue to liaise with their local SENO in planning the transition of their child to the new school placement.
144. Deputy Martin Heydon asked the Minister for Education and Skills the position regarding a school bus ticket for a person (details supplied) in County Kildare; and if he will make a statement on the matter. [33594/16]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently in the region of 114,000 children, including some 10,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
Under the terms of my Department's Post-Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
The child in question is not attending her nearest school and is therefore not eligible for school transport. Children who are not eligible for school transport may apply for transport on a concessionary basis only, which is subject to a number of conditions, including the availability of spare seats on an existing service and payment of the annual charge.
In this regard, Bus Éireann has advised that there are spare seats on the existing service and the family should contact their local Bus Éireann office (01 830 2222) if they wish to avail of school transport on a concessionary basis.
145. Deputy Billy Kelleher asked the Minister for Education and Skills if his attention has been drawn to the concerns of clients of Caranua regarding the agency; his plans to engage in a consultation process with clients; if he will consider legislative changes to address these concerns; and if he will make a statement on the matter. [33595/16]
View answerCaranua is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012 to oversee the use of the cash contributions of up to €110 million, pledged by the religious congregations, to support the needs of survivors of institutional child abuse. I have no role in regard to the organisation’s day to day operations.
I understand that up to the end of September 2016 Caranua had received over 5,500 applications and had spent almost €53 million on supports to or on behalf of 3,884 applicants. Therefore a significant level of funding has been provided to a large number of former residents, a fact which is to be welcomed.
I am aware that there have been complaints about aspects of Caranua’s services. In that regard I understand that Caranua takes all complaints seriously and that it has a Customer Service Charter and Feedback and Complaints Policy which may be accessed on the organisation's website (www.caranua.ie). The website allows applicants to provide feedback, submit comments and make formal complaints in cases where there is dissatisfaction with the quality of service provided. Furthermore, Caranua comes within the scope of the Ombudsman Acts 1980 to 2012 and its administrative actions are subject to review by the Ombudsman. I should also note that Caranua is amenable to scrutiny by the Oireachtas, including its committees. Decisions of Caranua may be appealed to an independent Appeals Officer appointed in accordance with the provisions of the 2012 Act.
The 2012 Act sets out the classes of services in relation to which the Board of Caranua may determine particular services to be approved services. Provision is also made for the prescribing of additional classes of services by way of ministerial order. I am satisfied that this is an appropriate framework and is one which provides flexibility to enable Caranua meet the emerging needs of former residents. In that regard I understand that earlier this year Caranua decided to widen the range of approved services it could support including the provision of a contribution towards funeral costs. Accordingly no legislative changes are envisaged at this point in relation to this aspect of Caranua's work.
In fulfilment of a commitment given during the passage of the 2012 Act through the Houses of the Oireachtas, I have agreed that a review of the issue of eligibility will be carried out. The terms of reference and arrangements for review are being finalised at present. The review will have regard to the level of uptake of the funding available to Caranua and will also have regard to the views of all interested parties. Any proposal that might emerge from the review process to widen eligibility would require legislation.
146. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills if his Department has produced a new statement of strategy since May 2016; and if so, the measures in it to support persons with disabilities. [33630/16]
View answerIn September my Department published the Action Plan for Education 2016-2019 - Strategy Statement. The Action Plan aims at making the Irish education and training service the best in Europe by 2026.
The Action Plan has five high level goals:
- Improve the learning experience and the success of learners
- Improve the progress of learners at risk of educational disadvantage or learners with special educational needs
- Help those delivering education services to continually improve
- Build stronger bridges between education and the wider community
- Improve national planning and support services.
The high level goals will serve as the basis for my Department’s high level work programme for the next three years, the aim of which is to provide an education and training system that equips learners with the knowledge and skills that they need to achieve their potential and to participate fully in society and the economy through the delivery of high quality education and training experiences, which will make the best use of resources. It will work towards improving accountability for educational outcomes across the system. It will take particular account of the needs and requirements of learners with disabilities or with special educational needs
Under Goal 2 of the Action Plan, target policies and supports for learners with special education needs to support their participation and progression across the continuum of education, we aim to improve the participation, including participation in inclusive mainstream settings, and progress of children and young people with special educational needs across the whole education system and develop better whole-school approaches.
The following objectives and actions have been identified to support people with disabilities:
- Develop and pilot a new model for allocation of teaching resources for children with special educational needs.
- Consult with education partners on implementation of sections of the EPSEN Act and on the provision of services to children with Down's Syndrome.
- Undertake a comprehensive assessment of the S Scheme to identify the most appropriate form of support options to provide better outcomes for students with special educational needs.
- Work with relevant Government Departments and agencies to introduce a new in-school speech and language service creating stronger linkages between parents, teachers and Speech and Language Therapists.
- Establish an Inclusion Support Service under NCSE to assist Schools in the provision of education to children with special educational needs.
- Implement strands of the National Plan for Equity of Access to Higher Education, so that higher education becomes more representative of the population in general, by publishing the Review and implementing the recommendations of the Fund for Students with disabilities
- Increase the proportion of students with disabilities as a percentage of all entrants to higher education to 8% from the current rate of 6% by 2019.
147. Deputy Timmy Dooley asked the Minister for Education and Skills the current location of all autistic spectrum disorder units attached to mainstream secondary schools in the greater Dublin area; if any such units are proposed for the future; if so, their location and the projected opening dates; and if he will make a statement on the matter. [33640/16]
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 are unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
Special classes for children with ASD within mainstream post-primary schools have a lower pupil–teacher ratio of 6:1.5 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 students.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. The NCSE continues to engage with schools in opening special classes where there is an identified need for special class provision.
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 762 are for children with Autism.
The NCSE recently published a list of special classes for the 2016/17 school year. In total there are 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.
The NCSE has advised that for the current school year there will be 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approx. 16% on 2015/16 classes for children with autism.
Details of all special classes for children with special educational needs are available on www.ncse.ie in county order, and with new classes identified.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post-Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.
148. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to the serious demographic pressures facing a school (details supplied); if his attention has further been drawn to the fact that the school is expected to increase its pupil population by 100% by 2020 and that it is in desperate need of a third classroom to meet these pressures; if funding will be made available for a third classroom; and if he will make a statement on the matter. [33645/16]
View answerI can confirm that the school referred to by the Deputy has made application to my Department for capital funding for the provision of additional school accommodation.
The application is currently being considered and a decision will be conveyed to the school authority shortly.
150. Deputy Carol Nolan asked the Minister for Education and Skills the progress of the construction of a school (details supplied); the reason for the delay in progressing this project; the timeframe for completion of same; and if he will make a statement on the matter. [33660/16]
View answerThe major building project referred to by the Deputy is at an advanced stage of architectural planning-Stage 2(b),which includes the applications for the Fire Certificate and Disability Access Certificate and the preparation of Tender Documents. Planning permission has been secured. In September 2016, the Design Team was requested to review the impact of the recently introduced changes to the Public Works Contracts (PWC) and to revert to my Department with an assessment of what, if any, additional works are required to bring the tender documents into line with those changes. A response is awaited from the Design Team.
Once the Stage 2b (Detailed Design) submission is received and reviewed by my Department and subject to no further issues arising my officials will revert to the school with regard to the further progression of the project at that time.
151. Deputy Catherine Murphy asked the Minister for Education and Skills his plans to increase funding to the school book rental scheme as indicated in the action plan for education 2016 to 2019, in view of the fact that these schemes are not fully comprehensive and-or available in all schools (details supplied); and if he will make a statement on the matter. [33662/16]
View answerSchool book rental schemes have an important role to play in reducing the cost of school books for parents.
Circa. 94% of primary schools and 65% of post-primary schools operate a book rental scheme.
My Department supports the operation of book rental schemes through the funding provided under its school books grant scheme. Under this scheme, my Department provides funding of €15 million annually to primary and post-primary schools in the free education scheme.
A recent survey from Barnardos indicates that it would require an additional investment of around €40 million per annum to provide all school children with free school books. This should not be taken to mean that this organisation does not see the value of school book rental schemes. It should be noted that the organisation's €40 million estimate is in addition to the Department's existing annual investment under the school books grant scheme.
All schools must be sensitive to the financial pressures on parents in making decisions, not just about books, but about any matter that has cost implications for parents.
The Action Plan for Education outlines hundreds of actions to be implemented over the 3 year period 2016 to 2019. Some of the actions as part of the plan are to strengthen the focus on reducing school costs for parents by:
- Restoring capitation funding over a three-year period as resources permit.
- Increasing the financial support for book rental schemes, in order to reduce or eliminate school book costs for parents.
- Issuing a new circular to school authorities and ETBs regarding school uniform policy and other costs and the need to put a greater emphasis on reducing the cost of school uniforms and other costs.
Budget 2017 represents the start of a major programme of reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.
It was not possible to provide additional funding in Budget 2017 in relation to this element of the Action Plan due to the many competing demands for the available funding. However, this commitment remains a priority for me to address as soon as possible during the lifetime of the Action Plan. It is important to note that the total allocation to this Department for additional policy measures, after demographics and Industrial Relations commitments, was €130 million and out of which all our commitments in higher and further education and primary and secondary schools had to be funded.
152. Deputy Seamus Healy asked the Minister for Education and Skills the position regarding an application for DEIS status for a school (details supplied); and if he will make a statement on the matter. [33670/16]
View answerA process to review DEIS, which began last year is nearing completion and I have already announced my intention to publish a new Plan for Educational Inclusion before the end of this year.
As the Deputy may be aware, no new school has been included in DEIS since 2009. A new assessment framework is currently being developed using centrally held CSO and DES data for the identification of new schools for inclusion. The number of schools to be included in the programme will be determined by this proposed new identification process, which will assess all schools in the country, including the school to which the Deputy refers and other schools not currently participating in DEIS. It will not be necessary for schools to make an application.
Among the measures to be included in the plan are a series of pilot schemes aimed at introducing measures which have been shown to work well in improving results for disadvantaged children and students. The plan is expected to include targeted measures in the area of:
- School leadership
- School networks and clusters
- Teaching methodologies
- Integration of schools and other State supports within communities
- Greater use of Home School Community Liaison services.
Implementation of actions arising from the Plan for Educational Inclusion will begin in the 2017/18 school year, and will be a continuing theme in our wider Annual Action Plan for Education.
Further details on the Review process can be found at: http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
153. Deputy Carol Nolan asked the Minister for Education and Skills the date he plans to meet with survivors of school child sex abuse; and if he will make a statement on the matter. [33676/16]
View answerI have been approached by constituents who have survived abuse in State run institutions including schools and I have already met with these survivors. I also met recently with survivors of abuse in the industrial school system. I will continue to meet with survivors as and when required.
154. Deputy Carol Nolan asked the Minister for Education and Skills the rationale contained in legal advice obtained by his Department in respect of the EPSEN Act 2004, specifically the rationale that the Act cannot be implemented piecemeal or on an age cohort basis; if he will make the legal advice public; and if he will make a statement on the matter. [33677/16]
View answerUnder the terms of the Freedom of Information (FOI) Act, legal advice obtained by Government Departments is not released as it is legally privileged under section 22 of the FOI Act.
The rationale contained in the legal advice obtained by my Department in respect of the commencement of the EPSEN Act 2004, on an age cohort basis, falls under this category and accordingly is legally privileged and may not be made public.
155. Deputy Carol Nolan asked the Minister for Education and Skills the reason for the delay in the construction of a new Gaelscoil (details supplied); if his attention has been drawn to the serious and urgent need for the new school building in view of the standard of existing accommodation; if his Department will provide the necessary funding to progress this project; the timeframe for completion of the project; and if he will make a statement on the matter. [33678/16]
View answerThe school referred to by the Deputy has submitted an application to my Department for a new school building. The Deputy will be aware that my Department’s current priority is focused on the provision of essential classroom accommodation to meet demographic demand and this will be the main focus for capital investment in the coming years.
As a project for the two teacher school in question was not included in my Department’s 6 year Construction Programme (2016-2021), it is not possible to provide an indicative timeframe for the progression of a building project for the school at this time.
