Written Answers Nos. 217-241
217. Deputy Catherine Murphy asked the Minister for Education and Skills the status of a new education campus in Maynooth; if he or his officials have evaluated the tender report; when construction will begin; the proposed duration of construction works to reach completion; and if he will make a statement on the matter. [8557/17]
View answerI am pleased to inform the Deputy that a comprehensive examination of the Tender Report for the Maynooth post-primary schools project has been completed by my Department’s Professional and Technical staff. Currently, matters are in hand to complete the necessary Financial Robustness element of the tender process and to update the Cost Benefit Analysis Report with the tender figures for the Department of Public Expenditure and Reform. A Letter of Intent to the preferred bidder can issue as soon as these requirements under Public Procurement Procedures have been met and assuming that no issues arise from them.
Construction can begin when the preferred bidder meets the conditions of the Letter of Intent. The contract for the project will have a 24 month duration.
218. Deputy Niamh Smyth asked the Minister for Education and Skills when the assessment process for an application for a school (details supplied) will be complete; when moneys are likely to be granted; and if he will make a statement on the matter. [8564/17]
View answerI can confirm to the Deputy that my Department is in ongoing contact with the principal of the school concerned in relation to the school's application for additional accommodation. The application is currently being assessed and a decision will be conveyed to the school authority shortly.
219. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the way he will facilitate greater access to third level education for young asylum seekers as recommended in the McMahon report in 2015; and if he will make a statement on the matter. [8566/17]
View answerA Pilot Support Scheme was introduced by my Department in 2015 for students who are in the Protection System or at the Leave to Remain (but not deportation order) stage. This was one of the recommendations contained in the report by the Working Group on the Protection Process which was chaired by former High Court judge Dr Bryan McMahon.
The scheme provides supports to qualifying students which are similar to those available in the statutory based Student Grant Scheme.
Following a review of the Pilot Support Scheme 2015, the decision was taken to continue the scheme for the 2016/17 academic year. A further review will be undertaken in 2017.
To qualify for this scheme prospective students have to meet a number of criteria, including a requirement to:
- Meet the definition of a protection applicant or a person at leave to remain stage (other than those at the deportation order stage);
- Obtained their Leaving Certificate;
- Have been accepted on an approved Post Leaving Certificate course or an approved undergraduate course;
- Have attended a minimum of five academic years in the Irish school system and have been part of an application for protection or leave to remain for a combined period of 5 years prior to the 31st of August of the first year of their course .
220. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if his Department will offer alternative access points for young asylum seekers seeking to access upper level further education and training and local training initiative courses in future; and if he will make a statement on the matter. [8567/17]
View answerIn August 2015 the decision was taken on a pilot basis to provide students in the asylum protection system with access to the student support scheme to ensure that they could continue their education.
Following a review of the scheme last year, I was pleased to announce the continuation of the scheme for 2016/17. Under the scheme, students in the asylum protection system who meet certain criteria, including completion of the Leaving certificate and at least five academic years in the Irish school system, who have been accepted on an approved Post Leaving Certificate course or on an approved undergraduate course, are eligible to supports under the current Student Grant scheme on the same basis as EU applicants. The 2016/17 pilot scheme will be reviewed later this year.
A range of programmes within further education and training provision which includes Local Training Initiatives (LTIs) are provided specifically for those who are unemployed and are permitted to seek employment here, for the purposes of labour market activation, and as such are not available to persons not permitted to seek employment here.
221. Deputy Maureen O'Sullivan asked the Minister for Education and Skills if, with regard to the staffing schedules outlined in the DEIS programme, his attention has been drawn to the consequences of applying the pupil-teacher ratio of 20:1 in existing junior DEIS band 1 schools that currently retain additional teaching posts which allow a pupil-teacher ratio of 15:1 in junior classes, a legacy of previous enlightened schemes. [8571/17]
View answerThe recommended class size for urban primary schools in the DEIS Band 1 category was 20 to 1 in junior and 24:1 in senior classes under the 2005 plan. This provision remains unchanged in the current plan subject to an evaluation of teaching resources for schools participating in DEIS to be undertaken to inform future policy in the Irish context.
The relevant actions in the DEIS Plan 2017 are Actions 27, 28 and 29.
222. Deputy Pearse Doherty asked the Minister for Education and Skills the efforts being made to resolve the ongoing dispute between his Department and the Association of Secondary Teachers in Ireland on changes to the revised junior certificate English curriculum; if his attention has been drawn to concerns from schools that the impasse may prevent students from completing the classroom based assessment and assessment task portion of the examination; and if he will make a statement on the matter. [8575/17]
View answerThe State Examinations Commission (SEC) is the independent body responsible for the administration of the Final Examinations that form part of the assessment procedures for Junior Cycle. In a recent statement, the SEC has provided reassurance in relation to concerns that some Junior Cycle students may not have opportunities to complete all elements of the SEC’s Junior Cycle Final Examination, in English, in 2017. The Examination comprises an Assessment Task, undertaken in schools, which is worth 10% of the available marks and a Final Examination, in June 2017, representing 90% of the marks. Both elements are marked externally by the SEC.
Post-primary schools were advised in December 2016 of a second window for the completion by third year students of Junior Cycle English of the second Classroom Based Assessment (CBA) and Assessment Task. The new window for the Assessment Task, which forms part of the Final Examination and which is marked by the SEC, will be in the week beginning 24 April.
The SEC has stated that it will provide guidance for the completion of the Assessment Task to schools. The Department understands that the guidance to be provided by the SEC to schools will make clear that completion of the Assessment Task in English involves candidates engaging with stimulus material and questions (provided by the NCCA, having been developed in conjunction with the SEC), and then completing a booklet provided by the SEC within the set timeframe. The NCCA and SEC materials are focused on candidates referring to their collection of texts, which they have undertaken over the period of their study of the Junior Cycle English subject specification. The ASTI directive to its members makes it clear that it does not prohibit teachers from facilitating students in creating a Collection of Texts as part of mainstream classroom activity.
The SEC has also stated that the arrangements are in line with those applying in schools for the conduct of externally assessed coursework in a range of subjects across both Junior and Senior Cycle. These longstanding arrangements provide for school supervision and authentication of the completion of work for external assessment by the SEC.
I welcome the reassurance provided by the State Examinations Commission on this issue, and I am satisfied that all students will have the opportunity to complete the Assessment Task and Final Examination.
223. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter with regard to a school (details supplied) in County Kerry that was not included in the DEIS scheme; and if he will make a statement on the matter. [8576/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
224. Deputy Niamh Smyth asked the Minister for Education and Skills the extra supports that are being put into schools to deal with an issue (details supplied); if he has met with the Minister for Health on this issue; and if he will make a statement on the matter. [8579/17]
View answerI can inform the Deputy that my Department promotes a comprehensive and whole-school approach in schools to the promotion of well-being and positive mental health focusing on the entire school community, as well as groups and individual young people with identified need. This spans the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care, guidance counselling and the provision of professional development for teachers. It also involves accessing other supports such as educational psychology services. Additionally, schools engage in a wide range of sport and cultural activities which provide an important opportunity for students to experience success and personal growth. The whole staff shares responsibility for general student well-being.
The Well-being in Post Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention (2013) and Well-being in Primary Schools Guidelines for Mental Health Promotion (2015) provide a Framework for schools to present in an integrated way the existing elements of good practice to promote social and emotional learning, and mental health and direct then to appropriate practice. They provide clear information for schools and for agencies supporting schools on how to address issues of social emotional learning and mental health promotion. The European wide HSE supported, Health Promoting School Process (HSP) is also outlined, and the Well-being Guidelines show how the HSP can be introduced to schools to complement existing good practice. The Guidelines outline how schools support young people through early intervention and prevention, modelled on the National Educational Psychological Service (NEPS) Continuum of Support tiered approach.
The processes outlined span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.
Key Messages in the Guidelines:
- Schools play a vital role in providing a protective environment for young people which can counter risk factors.
- Having a whole school approach which fosters important links with the wider school community, and agencies which support schools, is key to successful implementation of the Guidelines
Action Plan for Education 2016 2019
I have published an Action Plan for Education (2016-2019) in which Wellbeing is one of the key goals. The actions relating to well-being and mental health include:
- Delivery of a national programme to support all schools to implement the national Wellbeing in Post Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention (2013) and Wellbeing in Primary Schools Guidelines for Mental Health Promotion (2015). This will involve collaboration of the HSE and DES support services.
- Introduction of Wellbeing as a subject at Junior Cycle: Guidelines on Wellbeing in Junior Cycle have been developed by the National Council for Curriculum and Assessment (NCCA) to support the Framework for Junior Cycle 2015. The guidelines will be introduced to post-primary schools in September this year. The Junior Cycle team are currently planning the support that will be in place for the implementation of the well-being Curriculum.
- Increasing the capacity of NEPS: It is planned to enhance educational psychological service to schools, through the appointment of an additional 10 educational psychologists this year and an additional 65 in total by 2019. The focus of this year's additional support will be on extending the delivery of training to teachers in two specific evidence-informed programmes – the Incredible Years Teacher Programme and the Friends programmes. The Friends programmes when delivered by trained teachers, reduces anxiety and promotes coping, resilience and school-connectedness in children and young people, while the Incredible Years Teacher Programme strengthens the social and emotional competence of primary school children whose teacher has completed the programme.
- Enhancing Guidance Counselling provision at post-primary level: Recent budgets saw improvements in guidance allocation to schools, with Budgets 2016 and 2017 together seeing the allocation of the equivalent of 400 ex-quota guidance posts, following budget measures in 2012 which removed the ex-quota provision for guidance posts (which amounted to some 600 posts). The 400 guidance posts which have now been restored will be allocated separately and transparently and once again
- Responding to Critical Incidents Guidelines and Resource Materials : These guidelines have been revised and re-issued to schools. Support in implementation and development of a Critical Incident Management team will be offered to schools in the 2017/2018 academic year.
Interdepartmental collaboration
At Central Government level the Pathfinder Project: Youth Mental Health has been initiated. This is led by the Department of Health. Finding new ways of tackling policy issues that are not the sole responsibility of any one Government Department or Agency has been prioritised by Government. Youth mental health and suicide prevention is one of three Pathfinder projects under Action 5 of the Civil Service Renewal Plan (2014) and agreed by the Civil Service Management Board. This Pathfinder Youth Mental Health Project is an initiative to innovate and improve whole-of-Government working on cross-cutting policy issues and improve the delivery of shared whole-of-Government projects to strengthen the prioritisation, management and accountability of cross-cutting projects that involve multiple Departments, Offices and Agencies. The project aims to ensure that policies that are not the priority or responsibility of a single body are effectively managed, supported and resourced.
This project focuses on the work of three Departments – DOH, DES, and DCYA – and the HSE. The DES has nominated a representative to work for one day each week with the DOH on this Youth Mental Health Pathfinder project. The Pathfinder will work and report within the parameters of Connecting for Life Irelands Strategy to Reduce Suicide (2015/2020).
It is anticipated that by end 2016 Pathfinder will have:
- developed an implementation plan to coordinate and give effect to identified actions relevant to youth mental health in Connecting for Life and any other actions necessary to support and advance youth mental health and well-being;
- determined new approaches to the implementation of these actions in conjunction with relevant delivery partners, which may involve small scale testing or piloting;
- initiated implementation of priority youth mental health actions and
- reported progress on a quarterly basis to the Civil Service Management Board and participated in sharing learning with other pathfinder and/or cross-government projects.
In addition Minister McEntee has initiated a Taskforce on Youth Mental Health as part of the programme for Government and my Department is represented on this Taskforce. One of the challenges of providing a coordinated, streamlined approach to promoting well-being and mental health is of course the fact that there are so many statutory and voluntary agencies/services/NGOs involved. The Taskforce will consider how best to introduce and teach resilience, coping mechanisms, greater awareness to children and young people, and how to access support services voluntarily at a young age. It is intended that an action plan for addressing youth mental health will be the outcome of the Taskforce. It is likely that in this context recommendations will be made with regard to community mental health services and agencies tasked with delivering services. My Department is actively involved in this work.
225. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if his attention has been drawn to the hardship being imposed on students that apply for a higher education grant through SUSI, whereby they are only granted an adjacent rate of grant due to the fact that the distance calculations used use road routes which are the shortest in distance but the most inaccessible (details supplied); and if he will review the distance calculations method in view of upgraded road networks. [8585/17]
View answerThe current qualifying distance of 45km for the higher non-adjacent rate of student grant, takes into account a reasonable radius within which students may commute on a daily basis.
The measurement of the distances relating to the award of adjacent or non-adjacent rates of student grant is a matter for the relevant grant awarding authority. The distance measurement for student grant rates is governed by Article 27(3)(a) and (b) of the Student Grant Scheme 2016. This provides that the relevant distance will be measured in line with agreed guidelines. The guidelines require that the shortest most direct route between the applicant's normal residence and the institution being attended should apply.
I understand that the student to which the Deputy refers, appealed the decision of the awarding authority to the statutory independent Student Grants Appeals Board. The appeal was considered by the Appeals Board on the 10th January 2017 and a decision issued directly to the student.
226. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if consideration will be given to restoring maintenance grants for postgraduate students; the cost for doing so; and if he will make a statement on the matter. [8588/17]
View answerThe Programme for Government contains a commitment to increase financial supports for post graduate students with a particular focus on those from low income households.
In response to this commitment, I secured additional funding of €4 million in Budget 2017 to facilitate the reinstatement of full maintenance grants, from September 2017, for the most disadvantaged post graduate students.
This will benefit approximately 1,100 of the most disadvantaged post graduate students who meet the eligibility criteria for the special rate of maintenance grant.
227. Deputy Catherine Murphy asked the Minister for Education and Skills the status of an application for a grant by a school (details supplied); if there is a backlog in assessing grant applications for construction projects for national schools; and if he will make a statement on the matter. [8589/17]
View answerI can confirm that the school referred to by the Deputy has submitted an application for major capital works to my Department. Applications for major capital works are considered in the context of the very significant challenge facing my Department in prioritising available capital funding for essential mainstream classrooms to meet the demand for extra school places and where an additional teacher has been appointed.
228. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the reason for the delays for a new build for a school (details supplied) in County Kildare; and if he will make a statement on the matter. [8593/17]
View answerThe School Building project referred to by the Deputy is on my Department's 6 year construction programme. As the Deputy will appreciate, the success of the schools building programme is predicated on the need to ensure that at any given time, there are sufficient number of school projects available to proceed to construction. If this is not the case, there is the risk that capital monies made available for the purpose of accommodating children at primary and post-primary level cannot be spent and that the State cannot provide for school buildings at maximum capacity. Given that any number of issues can arise at any stage up to construction stage in the process of building schools, it is essential that other projects can be progressed if individual projects are delayed for whatever reason. This can also however have the contrary result that there may be more school projects available to proceed to construction than the available budgetary position will allow.
In line with this process, the project for the school to which the Deputy refers was authorised to proceed to tender in October 2016 and is currently completing the tender stage and is expected to commence construction shortly.
229. Deputy Danny Healy-Rae asked the Minister for Education and Skills the reason schools (details supplied) were not included in the DEIS plan 2017- new DEIS schools list published on 13 February 2017; and if he will make a statement on the matter. [8610/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the schools referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
230. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans to rectify a situation for a school (details supplied); and if he will make a statement on the matter. [8614/17]
View answer233. Deputy Thomas Pringle asked the Minister for Education and Skills if he will address the concerns raised by a school (details supplied), the students of which are having difficulties completing the assessment task worth 10% of their junior certificate English due to outstanding issues between his Department and the Association of Secondary Teachers in Ireland; and if he will make a statement on the matter. [8660/17]
View answerI propose to take Questions Nos. 230 and 233 together.
The State Examinations Commission (SEC) is the independent body responsible for the administration of the Final Examinations that form part of the assessment procedures for Junior Cycle. In a recent statement, the SEC has provided reassurance in relation to concerns that some Junior Cycle students may not have opportunities to complete all elements of the SEC’s Junior Cycle Final Examination, in English, in 2017. The Examination comprises an Assessment Task, undertaken in schools, which is worth 10% of the available marks and a Final Examination, in June 2017, representing 90% of the marks. Both elements are marked externally by the SEC.
Post-primary schools were advised in December 2016 of a second window for the completion by third year students of Junior Cycle English of the second Classroom Based Assessment (CBA) and Assessment Task. The new window for the Assessment Task, which forms part of the Final Examination and which is marked by the SEC, will be in the week beginning 24 April.
The SEC has stated that it will provide guidance for the completion of the Assessment Task to schools. The Department understands that the guidance to be provided by the SEC to schools will make clear that completion of the Assessment Task in English involves candidates engaging with stimulus material and questions (provided by the NCCA, having been developed in conjunction with the SEC), and then completing a booklet provided by the SEC within the set timeframe. The NCCA and SEC materials are focused on candidates referring to their collection of texts, which they have undertaken over the period of their study of the Junior Cycle English subject specification. The ASTI directive to its members makes it clear that it does not prohibit teachers from facilitating students in creating a Collection of Texts as part of mainstream classroom activity.
The SEC has also stated that the arrangements are in line with those applying in schools for the conduct of externally assessed coursework in a range of subjects across both Junior and Senior Cycle. These longstanding arrangements provide for school supervision and authentication of the completion of work for external assessment by the SEC.
I welcome the reassurance provided by the State Examinations Commission on this issue, and I am satisfied that all students will have the opportunity to complete the Assessment Task and Final Examination.
231. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will examine an application by a school (details supplied) for the summer works scheme; when the school might expect to find out if they are successful; and if he will make a statement on the matter. [8618/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 5 application, toilet improvement project, under the Summer Works Scheme (2016-2017) from the school to which he refers.
Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my Department’s website www.education.ie. Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. The application from the school in question is available to be considered in this context. It is my intention to publish a list of successful applicants in due course.
232. Deputy Catherine Murphy asked the Minister for Education and Skills the cost of upgrading information technology systems and or databases to incorporate the use of Eircode postcode; if the use of Eircode postcode is mandatory in his Department; and if he will make a statement on the matter. [8630/17]
View answerEircodes have been appended to addresses on the Department’s Financial Management System and post-primary school addresses on the Department’s central database. Work is currently ongoing to add the Eircode functionality for primary school addresses.
A project will commence shortly in my Department to investigate options for the matching of Eircodes with pupil addresses on pupil databases.
In order to minimise costs and disruption to the everyday work of my Department, any development work to date to support Eircodes, has been scheduled along with other changes to our systems.
234. Deputy Thomas Pringle asked the Minister for Education and Skills if he will publish a detailed outline of the new assessment framework now used to determine if a school qualifies for DEIS supports; if he will specify the differences between the previous and current assessment frameworks used to determine a school's qualification for DEIS status; and if he will make a statement on the matter. [8662/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/
The overarching approach in both 2005 and 2016 was to conduct analysis on relevant data to identify relative levels of concentrated disadvantage associated with individual schools on the basis of their pupil cohorts.
In 2005 due to the absence of centrally held data, the identification of schools at primary level was based on a survey of school Principals in terms of the socio economic demographic of their pupil cohort. At post-primary level exam and other pupil data was used.
Advances since 2005 in the availability of centrally held data sources provided significant opportunities for the development of a new Assessment Framework for the identification of schools. These data are, Primary and Post Primary Online Database (POD and PPOD) information provided by schools to my Department, together with CSO Small Areas of Population Statistics (SAPs) as represented in the Pobal HP Index of Deprivation (HP Index).
The current identification process is applied on a uniform basis across all schools, both primary and post-primary; it is responsive to the assessment of new schools, schools established by amalgamation, or schools where a significant change in pupil demographic is observed.
235. Deputy Michael Healy-Rae asked the Minister for Education and Skills the reason a school (details supplied) has been refused DEIS status; and if he will make a statement on the matter. [8667/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
236. Deputy Michael Healy-Rae asked the Minister for Education and Skills the reason a school (details supplied) has not been awarded DEIS status; and if he will make a statement on the matter. [8671/17]
View answerA key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
237. Deputy Alan Farrell asked the Minister for Education and Skills the status of the new secondary school for Swords, due to open in September 2017; if this school will open on time and if temporary accommodation has been arranged to facilitate students from September; the actions taken regarding the development of a permanent school building; if the transfer of ownership of the permanent site has been completed; the stage at which this project is in the planning process; and if he will make a statement on the matter. [8672/17]
View answerAs the Deputy may be aware, the building project for this new post-primary school to serve the Swords school planning area is included on my Department's Six Year Construction Programme 2016-2021.
My Department has worked closely with Fingal County Council in respect of this and conveyancing is currently underway in respect of a site for the permanent school accommodation.
Due to commercial sensitivities relating to site acquisitions generally I am not in a position to provide further details regarding the permanent location at this time. I can, however, assure the Deputy that the site acquisition process for this school is being advanced by my Department as a priority.
Temporary accommodation is being arranged by the school patron, Dublin and Dún Laoghaire Education and Training Board. The school will open as scheduled in September 2017 in suitable interim accommodation pending delivery of the permanent school building.
238. Deputy Colm Brophy asked the Minister for Education and Skills if he will examine the strict access criteria in place in special reading schools in view of the refusal by a school (details supplied) to accept the referral of a child. [8677/17]
View answerThe enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools and it does not maintain details of waiting lists in schools.
However, parents/guardians who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) who can assist in identifying an appropriate educational placement for their child. Contact details are available on www.ncse.ie.
The NCSE have also published a Guide for Parents and Guardians of Children and Young People with Special Educational Needs on Choosing a School. This guide is also available at www.ncse.ie.
Parents can choose which school to apply to and, where the school has places available, the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
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, phone 0761 108588. Appeals should be taken within 42 days from receipt of written notification from the school's Board of Management.
239. Deputy Clare Daly asked the Minister for Education and Skills if he will correct the record of Dáil Éireann in regard to his response to Parliamentary Question No. 35 of 18 January 2017, specifically in relation to the appointment of the design team and the fact that it was appointed by his Department rather than by the Dublin and Dún Laoghaire Education and Training Board (details supplied). [8678/17]
View answerI wish to confirm that the Design Team for the project referred to by the Deputy was appointed by my Department and not by Dublin and Dun Laoghaire Education and Training Board.
240. Deputy Bernard J. Durkan asked the Minister for Education and Skills when the tenders for the Maynooth post-primary school complex will be approved; and if he will make a statement on the matter. [8755/17]
View answerI am pleased to inform the Deputy that a comprehensive examination of the Tender Report for the Maynooth post-primary schools project has been completed by my Department’s Professional and Technical staff. Currently, matters are in hand to complete the necessary Financial Robustness element of the tender process and to update the Cost Benefit Analysis Report with the tender figures for the Department of Public Expenditure and Reform. A Letter of Intent to the preferred bidder can issue as soon as these requirements under Public Procurement Procedures have been met and assuming that no issues arise from them.
241. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a cheadófar an togra tógála atá beartaithe le tamall do scoil (sonraí tugtha); cén chúis atá leis an moill ar an gcead a thabhairt dul ar aghaidh leis; agus an ndéanfaidh sé ráiteas ina thaobh. [8782/17]
View answerD’fhaomh mo Roinn deontas dealbhaithe suntasach i mí Mheán Fómhair 2014 don scoil faoi chaibidil chun méadú buan a thógáil agus oibreacha athchumraithe a dhéanamh. Mar thoradh air seo d’fhéadfaí an chóiríocht réamhdhéanta a bhaint ó láthair na scoile.
Fuair mo Roinn togra le déanaí chun tabhairt faoi réimse oibreacha níos mó a bhfuil costais shuntasacha i gceist léi. Táthar ag féachaint ar an togra athbhreithnithe faoi láthair agus cuirfear cinneadh ar an scéal chuig údarás na scoile chomh luath agus is féidir.
