Written Answers Nos. 207-223
207. Deputy Carol Nolan asked the Minister for Education and Skills the number of schools that were invited by his Department to participate in the pilot model for the proposed new resource allocation model for children with special educational needs; the number that refused; the reasons for the refusal; and if he will make a statement on the matter. [37321/16]
View answerThe Deputy will be aware that the National Council for Special Education (NCSE) has a statutory role under the Education of Persons with Special Educational Needs Act 2004 to provide me with policy advice in relation to matters concerning the education of persons with special educational needs.
The NCSE identified that the current model for allocating resource teachers to schools is potentially inequitable, because access to the range of professional assessments required for the diagnosis of low incident disabilities is not always readily available to those who cannot afford to access them privately. The NCSE has also advised that the current model can lead to unnecessary labelling of children from a young age.
The NCSE has proposed a new resource teaching allocation model which will, when introduced, remove the formal requirement for diagnostic assessment to access additional support and which will provide resources to schools based on school profiles.
Some 66 schools were invited to participate in this pilot. 19 schools, including 15 primary schools and 4 posts primary schools, declined to participate in the pilot project. These schools were unable to participate for a number of reasons, such as due to the time required to be involved in the project, or involvement in a range of other projects or pilots.
The pilot of this new model was therefore conducted in 47 schools over the course of the 2015/16 school year, 28 at Primary School and 19 at Post Primary School.
A review of this pilot has been completed and a report of the review is currently being finalised.
I understand that the review will indicate that the new model has been positively received by schools and parents.
Schools indicated that they welcomed the increased flexibility and autonomy provided by the model to allocate resources based on need. Most schools believe the model allows more scope for team teaching, targeted interventions, a mix of in-class and group work, with less focus on withdrawal and one to one teaching. Schools welcome the move away from the unnecessary labelling of children in order to secure resources. Schools also welcomed that they no longer need to wait for diagnosis and that this facilitates intervention at an earlier stage based on the schools identification of need. In addition schools indicated a belief that they were broadly well supported in meeting the needs of children with Special Educational Needs.
As part of the recent Budget announcements, I announced that following development and piloting over the past number of years, a new model for the allocation of teaching resources for children with special educational needs will be implemented from September 2017.
An additional €18 million will be provided in 2017 to provide for around 900 resource teacher posts.
Further details regarding implementation of the new model will be announced in the coming months.
209. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has put in place a plan to address the issues facing the education sector by the proposed exit of Britain from the EU; and if he will make a statement on the matter. [37323/16]
View answerThe Government has a contingency framework in place which maps the key issues that will be most important to Ireland in the coming weeks and months. The Government has published the key actions that will be taken to address the contingencies arising from the UK's decision to leave the EU.
My Department participated fully in and contributed to the preparation of this framework for the education sector. Contingency planning and stakeholder consultations are being led and managed by the EU/International unit of the Department. This Unit reports regularly to the Management Board, the Secretary General and myself on Brexit planning. Their role included participation in cross-Departmental planning and co-ordination Groups.
Following the British Prime Minister’s announcement of the intention to invoke Article 50 of the Lisbon Treaty by March 2017 the Government on 4th October 2016 detailed further actions to ensure continuing effective management of, and engagement on, Brexit issues. Six working groups were established to deepen the analysis already undertaken by Departments of the sectoral implications of Brexit. Their purpose is to advise Government on the sectoral and thematic contexts and priority recommended Government actions both in terms of negotiation process and policy measures.
Among these, the Economy and Trade Workgroup has five sub-groups concerned with specific sectoral issues including education. Chaired by my Department and representatives of a number of agencies and other Departments, the Education subgroup met on 28 October 2016 to consider key issues and priorities for the Irish education sector in the context of the future discussions and negotiations should the UK Government proceed as announced to invoke Article 50 of the Lisbon Treaty in early 2017. Further meetings of the Education Subgroup will be held in the coming weeks and will reflect on the outcomes of the stakeholder engagement process that is under way.
In seeking to respond to these issues dialogue and consultation with stakeholders and interested parties form an integral part of our Brexit planning. In that regard I opened a Brexit information event for the education sector on 14 November 2016 in Dublin. At this event I set out the latest Government position and actions to prepare for Brexit, and outlined the format of further consultations to take place to confirm our priorities in preparation for the negotiation phase in 2017.
To that end I have asked my Department to convene consultative fora for the schools sector, the further education and training sector and the higher education sector in December 2016 and January 2017. My intention is that these events will facilitate the widest possible involvement of stakeholders across our education system and help us achieve a fuller understanding of their issues and concerns as we continue to plan for the UK's exit from the EU.
210. Deputy Carol Nolan asked the Minister for Education and Skills the average time between referral for assessment and report completion for children assessed by the National Educational Psychology Service for each of the past five years; and if he will make a statement on the matter. [37324/16]
View answerI can inform the Deputy that the average time in days between the referral for assessment of a student to my Department’s National Educational Psychological Service and the furnishing of a formal report to Parents and School Authorities was for 2011/12, 78 days; 2012/13, 80 days; 2013/14, 73 days; 2014/15, 75 days; and 2015/16, 66 days. This data is derived from the NEPS Casetrack system which records short-hand details of NEPS psychologist pupil referrals.
I can also inform the Deputy that these time differentials do not accurately reflect the gap in time between the raising of a referral and the provision of advice and support to the school and parents on the concerns raised in relation to children undergoing assessment. This in fact is usually imparted much earlier through post assessment feedback followed by a later provision of a formal written report.
211. D'fhiafraigh Deputy Carol Nolan den Aire Oideachais agus Scileanna an dtabharfaidh sé tuairisc maidir leis an dul chun cinn atá á dhéanamh chun foirgneamh nua a thógáil do Ghaelscoil Riabhach, Baile Locha Riach, Co. na Gaillimhe; an bhfuil muinín ag an Aire go mbeidh an scoil ullamh le bogadh isteach inti ag tús scoilbhliain 2017/2018; agus an ndéanfaidh sé ráiteas ina thaobh. [37325/16]
View answerTá an chéim le seilbh a fháil ar shuíomh do Ghaelscoil Riabhach beagnach curtha i gcrích agus mura dtagann aon fhadhbanna chun cinn nach bhfuiltear ag súil leo, táthar ag dréim a bheith críochnaithe go luath.
A luaithe agus atá seilbh faighte ar an suíomh is féidir leis an tionscadal bogadh ar aghaidh go dtí an obair thógála. Ní féidir clár táscach maidir leis an tionscadal a thabhairt chun críche a chur ar fáil go dtí sin.
212. D'fhiafraigh Deputy Carol Nolan den Aire Oideachais agus Scileanna an dtabharfaidh sé soiléiriú maidir le cén uair a chuirfidh an Roinn maoiniú breise ar fáil chun áiseanna agus seomraí breise a sholáthar do scoil Tí Nan Dooley ar an gCeathrú Rua, Co. na Gaillimhe, ionas gur féidir leo an curaclam iomlán a sholáthar do na daltaí ansin; agus an ndéanfaidh sé ráiteas ina thaobh. [37326/16]
View answerIs féidir liom a dheimhniú gur chuir an scoil a ndearna an Teachta Dála tagairt di iarratas ar chóiríocht bhreise faoi bhráid mo Roinne. Ta soiléiriú maidir leis an iarratas iarrtha ag mo Roinn ar an scoil. Nuair atá an t-eolas seo faighte againn déanfar an t-iarratas a bhreithniú tuilleadh agus cuirfear cinneadh in iúl don scoil.
213. Deputy Carol Nolan asked the Minister for Education and Skills the specific training that is provided to teachers to equip them with the skills necessary to address incidents of physical violence from students, whether directed at the teacher or other member of staff or between two or more students; and if he will make a statement on the matter. [37327/16]
View answerAll teachers receive training in behaviour management and in an understanding of the developmental and emotional needs of children and young people as part of their initial teacher education programme. Individual school management authorities are responsible for health and safety matters within their school. There is no specific training on physical safety for teachers provided by the Department’s support services as training on health and safety matters can be addressed by individual schools and tailored to their assessed training needs.
214. Deputy Thomas Byrne asked the Minister for Education and Skills the rationale behind the approach taken in the draft regulations on school admissions which were published in September 2013 that sought to limit the number of places that could be allocated to children of past pupils to a maximum of 25%. [37339/16]
View answerThe Education (Admission to Schools) Bill was published on 6 July 2016 and passed Second Stage on 17 November 2016.
Publication of the Bill reflects the commitment in the Programme for Government to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
The Education (Admission to Schools) Bill 2016 provides that where a school has places available it must admit all applicants. The Bill clarifies the power of the Minister to make regulations and sets out clearly matters relating to enrolment that regulations may address.
The Bill aims to strike an appropriate balance between school autonomy and the interests of parents in our education system.
In relation to a school providing priority in admissions to children of past pupils, the approach taken in the draft regulations, which were published with the General Scheme in September 2013 by the then Minister for Education Mr. Ruairí Quinn, aimed to strike a balance by limiting the number of places that could be allocated by an oversubscribed school to children of past pupils to a maximum of 25%.
At present the Admissions Bill is silent in relation to any power to determine a limitation on priority for children of past pupils where a school is oversubscribed either by setting a percentage or otherwise.
I consider that in bringing the Bill through the Oireachtas, there will be opportunities for members to raise and fully debate this matter, which I plan to deal with in primary legislation by way of an amendment to the Bill.
My view is that the previous proposal by the then Minister Quinn, that this limitation be set at 25%, is broadly where I see consensus being possible. However, I intend to listen to all views on this matter.
215. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the provision of a permanent extension for a school (details supplied); when work will commence; and if he will make a statement on the matter. [37340/16]
View answerThe project to which the Deputy refers was authorised to proceed to tender recently. The Design Team are currently undertaking the pre-qualification of suitable contractors. This process will be completed early in the New Year.
It is anticipated that the Design Team will be in a position to issue tender documents to the selected contractors in the first quarter of 2017.
216. Deputy Mary Butler asked the Minister for Education and Skills when a decision will be made on an application for funding by a school (details supplied); and if he will make a statement on the matter. [37341/16]
View answerI can confirm that the school referred to by the Deputy has submitted an application to my Department for capital funding for the provision of additional school accommodation.
The application is currently being assessed a decision will be conveyed to the school authority as soon as the assessment process has been finalised.
217. Deputy John McGuinness asked the Minister for Education and Skills if a special needs assistant will be provided to a person (details supplied). [37439/16]
View answerThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports, including S support.
The NCSE allocates S support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie in order that students who have care needs can access S support as and when it is needed.
It should be noted that S allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs in the school.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE.
Where a school wishes to appeal the S support allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie. The option to invoke the NCSE appeals process is open to the school in question.
All schools have the contact details of their local SENO. Contact details are also available on the NCSE website. The local SENO is also available to discuss any concerns that parents have about the present or future educational needs of their child.
As the question raised by the Deputy relates to an application for S support for an individual child, I have arranged for this question to be forwarded to the NCSE for direct reply to the Deputy.
218. Deputy Bobby Aylward asked the Minister for Education and Skills if he will approve the resources that may be necessary for the allocation of a temporary teaching post until June 2017 for a school (details supplied); and if he will make a statement on the matter. [37446/16]
View answerThe criteria used for the allocation of teaching posts for the 2016/2017 school year is set out in the Staffing Schedule (Circular 0007/2016) which is available on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the 30 September 2015. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its October meeting under the Small Schools criteria. The requirements set out in the staffing circular under this criteria state that the school must have the required enrolment on 30th September 2016 for the appointment of an additional teacher for September 2017 in order to be granted an appeal post for this school year. In the case of this school, an enrolment of 19 was required on 30th September 2016 to meet this criteria. As the school had an enrolment of 17 on that date, the Appeals Board determined that the appeal did not satisfy all of the published criteria as set out in Circular 0007/2016. The Appeals Board operates independently of the Department and its decision is final.
The measure announced in Budget 2017 provides a capacity for one teacher mainland schools to make an appeal to the Staffing Appeals Board for an extra teacher, where the single teacher has children across 6 or more class groups. Before a school can make an appeal to the Staffing Appeals Board it must have a minimum enrolment of 15 pupils. The detailed arrangements for this measure will be set out in the staffing schedule Circular for the 2017/18 school year i.e. the date this measure is effective from. The circular will be published early in 2017.
219. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to the case of a school (details supplied) which has applied to his Department under the additional school accommodation for primary schools fund for a parents room in the school; if he will acknowledge that the application has been received; the process for progressing the application; and if he will make a statement on the matter. [37452/16]
View answerI can confirm that the school to which the Deputy refers has submitted an application to my Department for capital funding for the provision of additional accommodation. The application is currently being considered in the context of the competing demands on my Department's capital budget, imposed by the need to prioritise the available funding for the provision of essential classroom accommodation to meet demographic growth. A decision will be conveyed to the school authority as soon as possible.
220. Deputy Maureen O'Sullivan asked the Minister for Education and Skills further to Parliamentary Question No. 139 of 17 November 2016, if sitting Members in the Houses of the Oireachtas are restricted from applying for the job sharing scheme; the part of the Government decision (details supplied) made on 1 February 2011 which restricts sitting Oireachtas Members from applying for the job sharing scheme; the provision of Statutory Instrument No. 110 of 2011 which gave effect to the Government decision of 1 February 2011 which restricts the eligibility for sitting Oireachtas Members to apply for the job sharing scheme; and if he will make a statement on the matter. [37455/16]
View answer226. Deputy Maureen O'Sullivan asked the Minister for Education and Skills further to Parliamentary Question No. 139 of 17 November 2016, the reason it is not expressly detailed in chapter 5 5.5 of the terms and conditions of employment for registered teachers in recognised primary and post primary schools that sitting Members of the Houses of the Oireachtas who are teachers on a career break may not apply to resume teaching duties on a job sharing basis; and if he will make a statement on the matter. [37478/16]
View answerI propose to take Questions Nos. 220 and 226 together.
The position is, and for the avoidance of doubt, I can confirm that a teacher who is a sitting member of the Oireachtas cannot retain their post on a job sharing or full-time basis while serving as a member of the Oireachtas. This gives effect to the Government decision of 2011 which revised the employment and pension arrangements for teachers who became Oireachtas members so that any member of the Oireachtas who holds a teaching post in a primary, secondary, community, comprehensive or vocational school would have the option of applying for a career break of up to 10 years. This replaced then existing leave arrangements. The decision also applied to lecturing staff of Institutes of Technology. The December 2015 Government decision extended these career break/unpaid leave provisions to all staff in the education and training sector.
Prior to the 2011 Government decision, teachers who were elected to the Oireachtas could enjoy beneficial leave arrangements. Under these arrangements, a teacher who was elected as a T.D. or Senator was paid full salary. A temporary replacement teacher was employed and the Oireachtas member teacher repaid the salary of that replacement teacher to the Department/ their employer, together with the appropriate superannuation and employer’s PRSI contributions. The Oireachtas member teacher retained any surplus amount. The Oireachtas member teacher continued to accrue incremental credit in their teaching post. In addition to this, Oireachtas member teachers in primary, voluntary secondary and Community and Comprehensive schools continued to accumulate pensionable service in both their teaching post and as a member of the Oireachtas.
The 2011 Government decision is communicated to school management and teachers in Chapter 4 of the Terms & Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools - Career Break Scheme where it states: “The main objectives of this scheme below, which are not exhaustive, is for employers, wherever possible to facilitate applicants in the areas of: …………… Public Representation".
To permit Oireachtas members to job share in a teaching post whilst still members of the Oireachtas would mean such members receiving two public salaries at the same time. One as a public representative and one as a teacher with consequent reduced hours for the existing replacement teacher.
The reason public representation is not stated in chapter 5 of the Terms & Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools – Job Sharing Scheme is because public representation is already covered in Chapter 4 of the book.
The effect of the Government decisions is that the only means by which a person employed in the education and training sector who takes up a seat in the Oireachtas can temporarily take leave from their post and subsequently return to it is through taking a career break/period of unpaid leave.
I am aware that a number of Oireachtas members are employed as teachers or at other grades in the education and training sector. The career break/unpaid leave arrangements apply to all such individuals while they are sitting Oireachtas members. I am sure that you, along with all members of the Oireachtas, will appreciate the thinking behind the Government decisions in this matter and to allow an Oireachtas member to job share in a teaching post whilst at the same time attend the Oireachtas as a member would not be in keeping with the Government decision.
221. Deputy Thomas Byrne asked the Minister for Education and Skills if a purchase has been completed for a site for a school (details supplied). [37456/16]
View answerOfficials from my Department have worked closely with officials from Meath County Council under the Memorandum of Understanding for the acquisition of a school site for the provision of permanent accommodation for the school referred to by the Deputy.
I can confirm that agreement in principle has been reached with a landowner in respect of a site to accommodate the school. The next stage in the acquisition process is the completion of the conveyancing process. Officials in my Department are liaising with representatives of the landowner in order to progress the acquisition through this stage.
The school patron will be informed as soon as the acquisition is complete.
