Joan Collins
Question:323. Deputy Joan Collins asked the Minister for Education and Skills his views on a matter (details supplied) regarding special needs assistants; and if he will make a statement on the matter. [13523/17]
View answerSpecial Educational Needs Service Provision
Questions (323)
Written answers
The National Council for Special Education (NCSE) allocates S support to schools, in accordance with the criteria set out in my Department's Circular 0030/2014, in order that students who have special educational needs and additional care needs can access S support as and when it is needed.
The purpose of the S scheme is to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.
The scheme provides for the allocation of a quantum of S support to schools, taking into account the assessed care needs of individual children with disabilities, or severe medical needs. The scheme is not limited only to children who have been assessed as having specified categories of disability.
Schools who wish to make applications for S support should apply to the NCSE.
At my request, the NCSE have commenced a comprehensive review of the S scheme in consultation with other relevant Departments and State Agencies, including the National Disability Authority (NDA) and in that context to:
- Identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and
- Recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.
The NCSE will report to me on the progress of this review in May 2017.
Officials in my Department are in contact with the school referred to by the Deputy and a decision in respect of the appropriate levels of S supports for the school will be taken following a review by the NCSE of existing allocations and of students needs in the school.
School Transport
Questions (324)
Aengus Ó Snodaigh
Question:324. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the cases in which taxis are engaged to transport children to schools; the number of school children involved; and the amount spent annually per county. [13528/17]
View answerWritten answers
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 115,000 children, including almost 12,000 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.
In general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream school that is resourced, to meet their special educational needs under Department of Education and Skills' criteria.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service.
Where practicable, and subject to consideration of cost and logistics, the Department will consider, based on information provided by the SENO, Parents/Guardians, School Authorities etc. the provision of specific/individual transport arrangements in circumstances where travel in the company of other children is not deemed feasible.
These services are subject to periodic review and may be withdrawn and/or replaced with an alternative service/grant where circumstances change. Examples of such changed circumstances, which are not exhaustive, include other children applying for transport or a child’s independence increasing to the extent that an individual service is no longer necessary.
Bus Éireann has advised that there are currently over 11,500 children travelling on taxi services each school day.
The approximate cost of these services on a per County basis is as follows:-
|
County |
Cost |
|
Carlow |
€832,284 |
|
Cavan |
€618,787 |
|
Clare |
€501,329 |
|
Cork |
€6,002,464 |
|
Donegal |
€444,324 |
|
Dublin |
€5,607,303 |
|
Galway |
€733,647 |
|
Kerry |
€256,383 |
|
Kildare |
€1,185,657 |
|
Kilkenny |
€1,145,580 |
|
Laois |
€228,659 |
|
Leitrim |
€54,168 |
|
Limerick |
€289,689 |
|
Longford |
€342,393 |
|
Louth |
€489,159 |
|
Mayo |
€315,309 |
|
Meath |
€658,617 |
|
Monaghan |
€286,294 |
|
Offaly |
€842,532 |
|
Roscommon |
€331,025 |
|
Sligo |
€145,668 |
|
Tipperary |
€1,396,473 |
|
Waterford |
€577,914 |
|
Westmeath |
€734,562 |
|
Wexford |
€652,944 |
|
Wicklow |
€157,563 |
Schools Building Projects Status
Questions (325)
Niamh Smyth
Question:325. 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. [13537/17]
View answerWritten answers
I can confirm to the Deputy that my Department has approved grant to the school in question to construct a mainstream classroom and the school has been advised accordingly.
Residential Institutions Redress Scheme Data
Questions (326)
Michael McGrath
Question:326. Deputy Michael McGrath asked the Minister for Education and Skills if he will provide a detailed breakdown by religious order of the money and assets transferred to date to the State in respect of the agreement between the State and the religious orders to share the cost of redress for the victims of abuse in certain institutions; the amount of a contribution that was promised from each such religious order; and if he will make a statement on the matter. [13539/17]
View answerWritten answers
The 2002 Indemnity Agreement between the Government and religious congregations provided for a collective contribution of €128 million from the 18 participating congregations in cash, counselling services and property.
The cash contributions of €54.42m under the Agreement have been received while information has been provided to my Department that confirms that counselling services in excess of the €10m provided for in the agreement have been funded directly by the contributing congregations.
With regard to property, my Department agreed in principle with CORI, under whose auspices the Agreement was negotiated, that a total of 64 properties would be accepted under the Agreement subject to good and marketable title and agreed valuations. This number was reduced to 61 when the Department accepted and received a cash sum in lieu of three properties where good and marketable title could not be established. A total of 50 properties have been fully transferred and there are no outstanding issues. These properties are valued at €48.47 million in total. When combined with the cash and counselling contributions referred to above, a total of €112.9 million representing 88% of the amount provided for in the Agreement has been received.
Work to complete the outstanding property transfers is actively progressing and I should point out that in most of the remaining cases the transfer process is at a very advanced stage. It is worth noting also that most of the properties are already in use by the intended recipients.
As the Agreement provided for a collective contribution it is not possible to provide a complete breakdown of the contributions on a congregational basis.
For the sake of completeness I should point out that in response to the call for further substantial contributions towards the costs of redress made in the aftermath of the publication of the report of the Commission to Inquire into Child Abuse (the Ryan Report), many of the congregations that were party to the 2002 Indemnity Agreement made offers which, in total, were valued at €352.6m. I should stress that these offers are voluntary and do not form part of any agreement.
One significant element of the most recent offer, relating to playing fields and associated lands, valued at €127million, was withdrawn by the Christian Brothers. When this is combined with some changes in the valuation of properties previously offered, the total value of the voluntary offers currently in place stands at €193 million, of which contributions of cash and property amounting to some €96.1 million have been realised.
When the contributions provided for in the 2002 Agreement are combined with the subsequent voluntary offers, the maximum total contribution that might be realised stands at €321 million of which amount €209 million has been received.
DEIS Eligibility
Questions (327)
Tony McLoughlin
Question:327. Deputy Tony McLoughlin asked the Minister for Education and Skills the reason a school (details supplied) was not included on the recently announced rural DEIS schools list; if he will re-examine this decision; and if he will make a statement on the matter. [13553/17]
View answerWritten answers
DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
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 in the DEIS School Support Programme.
Schools included in the list published by my 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.
Schools which have not been included or upgraded 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, under the new identification process, which is fair and objective.
The 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.
Student Universal Support Ireland Data
Questions (328)
Charlie McConalogue
Question:328. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of appeals received by SUSI in each year since the authority was introduced in 2012; the number of these appeals which were successful in each year; and if he will make a statement on the matter. [13566/17]
View answerWritten answers
The information requested by the Deputy on the number of appeals received and overturned by SUSI since its establishment in 2012, is set out in the table.
Appeals received by SUSI from 1st Sept 2012 - 31st August 2016
|
Academic Year |
Total Appeals Received SUSI |
Decisions Overturned |
Overturned because of New Information |
|
2013-14 |
6525 |
3906 |
2181 |
|
2014-15 |
4148 |
1938 |
1520 |
|
2015-16 |
5805 |
2691 |
2419 |
Student Universal Support Ireland Data
Questions (329)
Charlie McConalogue
Question:329. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of appeals received by the student grants appeals board in each year since SUSI was introduced in 2012; the number of these appeals which were successful in each year; and if he will make a statement on the matter. [13567/17]
View answerWritten answers
The information requested by the Deputy on the number of appeals received and overturned by the Student Grants Appeals Board since the establishment of SUSI in 2012, is set out in the table.
|
Academic Year |
Total Appeals Received SGAB |
SUSI Appeals Officer Decisions Overturned |
|
1st September 2012 - 31st August 2013 |
783 |
201 |
|
1st September 2013 - 31st August 2014 |
923 |
239 |
|
1st September 2014 - 31st August 2015 |
664 |
177 |
|
1st September 2015 - 31st August 2016 |
774 |
284 |
Superannuation Schemes
Questions (330)
Paul Kehoe
Question:330. Deputy Paul Kehoe asked the Minister for Education and Skills when a person (details supplied) who has submitted a completed SHF1 form regarding service as a part-time teacher may expect to have service history transferred to the Waterford and Wexford Education and Training Board for the purpose of pension; and if he will make a statement on the matter. [13572/17]
View answerWritten answers
Requests for transfer of service for superannuation purposes under the Public Sector Transfer Network are dealt with by my Department in an order of priority with the highest priority afforded to those closest to retirement. The part-time service, as a primary teacher, of the person to whom the Deputy refers has now been transferred for pension purposes to the WWETB.
Garda Vetting Legislation
Questions (331)
Michael McGrath
Question:331. Deputy Michael McGrath asked the Minister for Education and Skills if his attention has been drawn to the fact that persons whose work involves visiting different schools, for example a yoga instructor, have to undergo separate Garda vetting in respect of each school they visit; his views on whether this is a waste of public resources; if he will arrange to put a system in place whereby such persons can be Garda-vetted once for visits to different schools; and if he will make a statement on the matter. [13578/17]
View answerWritten answers
In April 2016, the Minister for Justice and Equality commenced the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 (the Vetting Act) which put in place statutory requirements for the Garda vetting of persons involved in working with children and vulnerable persons. The Vetting Act applies not just to schools but to any relevant organisation that employs, contracts, permits or places a person in relevant work with children or vulnerable persons.
The Vetting Act provides that a relevant organisation must, other than in certain limited circumstances, obtain a vetting disclosure from the National Vetting Bureau prior to employing, contracting, placing or permitting a person to undertake relevant work with children or vulnerable adults. However, Section 3 of the Vetting Act sets out that the Act does not apply to a person who is assisting at a school on an occasional and unpaid basis provided that assistance does not include the coaching, mentoring, counselling, teaching or training of children or vulnerable persons
The vetting legislation and the vetting procedures operated by the National Vetting Bureau fall within the remit of the Minister for Justice and Equality. However, when the vetting requirements were commenced last April, my Department issued circular 0031/2016 which set out the statutory vetting requirements applicable to schools along with the practical arrangements in place to support the vetting procedures. A Frequently Asked Question (FAQ) document was also published by my Department to assist schools with queries in respect of the circular.
The Vetting Act allows for some limited exemptions to the requirement under section 12(1) of the Vetting Act to obtain a vetting disclosure from the Bureau prior to employing, contracting, placing or permitting a person to undertake relevant work or activities with children or vulnerable persons. Information about these exemptions are set out in sections 5.3 and 6.4 of my Department’s circular.
DEIS Eligibility
Questions (332)
Eamon Scanlon
Question:332. Deputy Eamon Scanlon asked the Minister for Education and Skills the reason a school (details supplied) was not approved for DEIS status; the criteria used to make the decision; the reason the school did not meet the various criteria thresholds; if he will accept an appeal to the decision by the school; and if he will make a statement on the matter. [13582/17]
View answerWritten answers
DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 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, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. 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. This data is applied uniformly across all schools in the country. Schools were not required to submit an application for inclusion in the programme as the necessary centrally held data is already available to my Department.
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 in the DEIS School Support Programme.
Schools included in the list published by my 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.
Schools which have not been included or upgraded 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, under the new identification process, which is fair and objective.
The 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.
DEIS Eligibility
Questions (333)
Eamon Scanlon
Question:333. Deputy Eamon Scanlon asked the Minister for Education and Skills the reason a school (details supplied) was not approved for DEIS status; the criteria used to make the decision; the reason the school did not meet the various criteria thresholds; if he will accept an appeal to the decision by the school; and if he will make a statement on the matter. [13585/17]
View answerWritten answers
DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 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, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. 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. This data is applied uniformly across all schools in the country. Schools were not required to submit an application for inclusion in the programme as the relevant centrally held data was available to my Department.
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 in the DEIS School Support Programme.
Schools included in the list published by my 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.
Schools which have not been included or upgraded 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, under the new identification process, which is fair and objective.
The 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.
Third Level Institutions Mergers
Questions (334)
Joan Burton
Question:334. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to progress in talks between Waterford Institute of Technology and Carlow Institute of Technology regarding the proposed merger of the two third level institutions; and if he will make a statement on the matter. [13586/17]
View answerWritten answers
As the Deputy will be aware, the Programme for Government outlines that this new Government will continue to support the creation of Technological Universities.
This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.
The Technological University for the South-East (TUSE) project was initiated in 2011 and consists of a consortium of two Institutes of Technology; Institute of Technology Carlow (ITC) and Waterford Institute of Technology (WIT).
The TUSE consortium made good progress initially and submitted a Stage 1 expression of interest in 2012. However, following this initial promising start, the consortium encountered a series of challenges and difficulties and did not succeed in finalising a Stage 2 Plan prior to the decision by WIT to suspend all merger activities in October 2014.
Following meetings with both Institutes, in early November 2014, the then Minister for Education and Skills announced the establishment of a new process of engagement and consultation, with the governing bodies, staff and students of both Institutes, together with the wider community in the South-East, in order to articulate and develop the following:
- A shared vision for a Technological University to serve the South-East region;
- To report to the Minister on the feasibility and steps required to progress an application for technological university status within an acceptable timeframe. This to be done, having regard to the published criteria and process for designation as technological university which is already in place.
The Minister appointed Mr. Michael Kelly to lead the process of consultation. His report presented a compelling rationale for a new type of higher education institution to support a “step-change” in the economic and social development of the entire South-East region. This is clearly the overwhelming wish of stakeholders in the region.
Following the publication of the Michael Kelly report, a preliminary facilitation process which was recommended in the Report has since been completed. There was strong engagement in the process by both parties and this facilitation process has been an important building block in terms of building trust between the parties and in developing a strong working relationship between the Presidents and Chairs of both institutions. As part of this, the Presidents of the two institutions, have jointly developed an initial work-plan to support the development of a joint TU proposal.
Strategic vision for TUSE
The core elements of a new agreed vision and values for the Technologic University of the South East have already been set out by both Institutes and includes a commitment to:
- A systematic focus on the preparation of graduates for complex professional roles in a changing technological world;
- Advancing knowledge through research and scholarship;
- Dissemination of this knowledge to meet the needs of society and enterprise;
- Particular regard to the needs of the region.
Funding:
Both Institutions made a joint presentation and submission to the Higher Education Authority (HEA), seeking funding to underpin the next phase of engagement. This was part of the latest call issued by the HEA regarding the restructuring of the higher education landscape. The call sought submissions for funding support in respect of the costs arising from mergers as part of the implementation of the National Strategy for Higher Education.
Arising from the submissions received and subsequent detailed presentations made to the HEA, the TUSE project were allocated a ring-fenced sum of €1.445 Million in 2016 to support the further development of the project.
Legislation:
In relation to the legislation, to underpin the development of Technological Universities, the third Government Legislative Programme of this new Partnership Government was published on 17 January 2017, and the Technological Universities Bill is listed on the Dáil Order Paper and is awaiting Committee Stage.
I recognise that there were a significant number of matters raised previously in respect of the Bill at both Committee and Report Stage. It is my intention to consult with all of the relevant stakeholders in relation to both the matters raised during the legislative process and the commitments contained in the Programme for Government.
Following the finalisation of this consultation process I will then advance the legislation having determined a position in relation to any matters raised as part of this consultation process.
National Educational Psychological Service Data
Questions (335)
Carol Nolan
Question:335. Deputy Carol Nolan asked the Minister for Education and Skills the number of assessments that have been carried out by the National Educational Psychological Service for each class level for primary school pupils, that is junior infants, senior infants and so on, or alternatively by year of age, in tabular form; and if he will make a statement on the matter. [13587/17]
View answerWritten answers
As the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides an educational psychological service to schools through the direct assignment of a NEPS psychologist and in some cases through by providing schools access to the Scheme for Commissioning Psychological Assessments (SCPA) where schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
In relation to SCPA assessments my Department processes payment returns from schools certifying satisfactory delivery of an assessment. It does not centrally record the age or class of the child/ pupil undergoing assessment.
Referrals undertaken by NEPS psychologists do have a range of detail recorded on the NEPS Casetrack database and I include for the Deputy’s information a breakdown of such referrals in primary schools in 2015/16 by age of pupil.
Number of referrals undertaken by NEPS psychologists in Primary schools 2015/16 by age of pupil:
|
Age |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
|
|
Referrals |
46 |
522 |
659 |
800 |
868 |
803 |
691 |
660 |
978 |
492 |
6,519 |
National Educational Psychological Service Data
Questions (336)
Carol Nolan
Question:336. Deputy Carol Nolan asked the Minister for Education and Skills the number of psychologists in each National Educational Psychological Service office in tabular form; the total number of schools the office covers; the vacancies in each office; the administrative support in each office; the area covered by each office; and if he will make a statement on the matter. [13588/17]
View answerWritten answers
My Department’s National Educational Psychological Service is based on a regional structure with eight divisions and 23 offices servicing primary and post-primary in their respective hinterlands. While each office generally services schools within a given county or counties the process is not a rigid one and allows for flexibility in responding to local geography and staff availability between offices as appropriate.
I include for the Deputy’s information a list of these offices, their staffing levels, including current vacancies and the count of schools that fall into each of their catchment areas.
The Deputy will be aware that following completion of a recent national recruitment competition the Public Appointments Service (PAS) has developed regional panels from which the 11 vacancies currently existing in NEPS psychologist staffing numbers will be filled. This process is currently ongoing and it is envisaged that it will be completed before the end of the academic year.
Furthermore under the Programme for Government NEPS psychologist number will be increased by a further ten posts in the current year, these personnel should be in place by the commencement of the 2017/18 academic year.
Detail of NEPS Office Staffing, Vacancies and Counties serviced 2017:
|
NEPS Region |
Office |
No. Sch |
Psych Staff w.t.e |
Vacancies w.t.e. |
Admin w.t.e. |
Counties Covered |
|
Dublin |
Clondalkin |
82 |
5.6 |
1.0 |
Clondalkin, Palmerstown, Lucan |
|
|
Frederick Court |
265 |
17.6 |
1.0 |
1.3 |
Nth City and County Dublin |
|
|
Total |
347 |
23.2 |
1.0 |
2.3 |
||
|
Dublin/Mid Leinster |
Blackrock |
262 |
11.4 |
1.0 |
1.2 |
Sth East Dublin, East Wicklow |
|
Clondalkin |
79 |
4.5 |
1.0 |
Dublin West |
||
|
Naas |
149 |
8.9 |
1.0 |
Kildare, East Wicklow |
||
|
Total |
490 |
24.8 |
1.0 |
3.2 |
||
|
Mid-Munster |
Clonmel |
117 |
3.7 |
Sth. Tipperary, some Cork |
||
|
Cork |
416 |
17.7 |
1.0 |
2.5 |
Cork |
|
|
Total |
533 |
21.4 |
1.0 |
2.5 |
||
|
North-East |
Cavan |
154 |
3.8 |
1.0 |
0.5 |
Cavan, Monaghan |
|
Drogheda |
105 |
6.0 |
1.0 |
Louth, some Meath & Monaghan |
||
|
Navan |
131 |
5.6 |
3.0 |
1.0 |
Meath |
|
|
Total |
390 |
15.4 |
4.0 |
2.5 |
||
|
North-West |
Letterkenny |
198 |
7.2 |
1.0 |
Donegal |
|
|
Mullingar |
152 |
7.0 |
1.0 |
Westmeath, Longford, some Offaly |
||
|
Sligo |
124 |
3.7 |
1.0 |
Sligo, Leitrim |
||
|
Total |
474 |
17.9 |
3.0 |
|||
|
South-East |
Kilkenny |
168 |
6.5 |
Carlow, Kilkenny |
||
|
Portlaoise |
120 |
4.0 |
1.0 |
Laois, Offaly |
||
|
Waterford |
93 |
4.6 |
1.0 |
Waterford |
||
|
Wexford |
123 |
4.8 |
1.0 |
1.0 |
Wexford |
|
|
Total |
504 |
19.9 |
2.0 |
2.0 |
||
|
South-West |
Ennis |
133 |
4.6 |
Clare |
||
|
Limerick |
245 |
9.4 |
1.0 |
Limerick, Tipperary Nth. |
||
|
Tralee |
165 |
6.0 |
1.0 |
Kerry, some Limerick |
||
|
Total |
543 |
20.0 |
2.0 |
|||
|
West |
Castlebar |
188 |
4.0 |
1.0 |
0.5 |
Mayo |
|
Galway |
275 |
9.5 |
1.0 |
1.0 |
Galway |
|
|
Roscommon |
103 |
3.0 |
Roscommon, some Galway |
|||
|
Total |
566 |
16.5 |
2.0 |
1.5 |
||
|
NEPS Head Office |
Marlborough St. |
2.0 |
8.6 |
|||
|
Grand Total |
161.2 |
11.0 |
27.6 |
|||
Note: The Clonmel, Kilkenny, Portlaoise and Roscommon receive administrative back-up from the main offices in their respective Regions
National Educational Psychological Service Data
Questions (337)
Carol Nolan
Question:337. Deputy Carol Nolan asked the Minister for Education and Skills the total amount of payments per annum by the National Educational Psychological Service to the scheme for the commissioning of psychological assessments, SCPA, panel over the past five years in tabular form; and if he will make a statement on the matter. [13589/17]
View answerWritten answers
The table sets out the cost of assessment paid in each of the last five years under my department’s Scheme for the Commissioning of Psychological Assessments (SCPA).
Amounts paid to panelists under the Scheme for the Commissioning of Psychological Assessments - by year 2012-2016:
|
Calendar Year |
Cost € |
|
2012 |
642,330 |
|
2013 |
626,240 |
|
2014 |
494,912 |
|
2015 |
583,680 |
|
2016 |
626,848 |
Special Educational Needs Service Provision
Questions (338, 339)
Carol Nolan
Question:338. Deputy Carol Nolan asked the Minister for Education and Skills if any of the 900 additional resource teachers recruited to implement the new resource allocation model will form part of the inclusion support service; the number of same that will form part of the service; and if he will make a statement on the matter. [13590/17]
View answerCarol Nolan
Question:339. Deputy Carol Nolan asked the Minister for Education and Skills the process for schools that wish to access supports for children with special educational needs under the inclusion support service; the range of supports that will be available; if additional resource hours will be available under the service; the criteria to avail of same; and if he will make a statement on the matter. [13591/17]
View answerWritten answers
I propose to take Questions Nos. 338 and 339 together.
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
Under the new allocation model, schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs are also being prepared and will be published shortly.
The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs.
The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.
It is expected that the majority of schools will be able to manage their resources to provide additional teaching support to all children who need such support in their schools, in accordance with the guidelines.
A small number of schools may require access to NCSE Support Service in cases where they consider that the management and deployment of the allocation cannot meet the needs of the students in their school. In such cases the school should set out to the NCSE the manner in which it has deployed its allocation and the difficulties the school has encountered.
The supports available through the NCSE Support Service, where appropriate, will enable schools to build professional capacity in the school and support schools in responding to exceptional circumstances. This support need not always be in the form of additional teaching support but may involve the promotion of effective teaching strategies, assisting teachers in developing a classroom environment to promote positive behaviour and/or developing capacity to respond to challenging behaviour
Support is provided in the current 2016/17 school year through NCSE Special Educational Needs Organisers, the National Behavioural Support Service, the Special Educational Support Service, and the Visiting Teachers for Pupils with Visual or Hearing Impairment.
Further information will be made available to schools shortly in relation to the manner in which schools can access supports through the NCSE Support Service for the 2017/18 school year, which is the date from which the new school allocations under the new model becomes effective from.
Special Educational Needs Service Provision
Questions (340)
Carol Nolan
Question:340. Deputy Carol Nolan asked the Minister for Education and Skills the supports that will be available to schools under the new resource allocation model in cases in which a child receives a diagnosis after the allocation is received by a school or additional complex needs are identified by the school subsequent to said allocation; and if he will make a statement on the matter. [13592/17]
View answerWritten answers
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a key priority for this Government. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
Under the new allocation model, schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Schools will be frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, or for pupils who have received a new diagnosis, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
The new allocations to schools will include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
All allocations to schools include a supplementary provision, which has been referred to as the ‘baseline allocation’ which is allocated over and above the profiled allocation.
For students who start school from September 2017, with a specific diagnosis, either in junior infants or transferring from another school, the resources they need will already be in the school under the new model.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The NCSE has published details of the appeals process on the NCSE website: www.ncse.ie. Should a school wish to appeal they should do so by March 31st 2017.
Schools will be able to appeal whether the data used to calculate their school profile was correct and complete and whether it was correctly applied in the calculation of their 2017/18 allocation.
DES Circulars 0013/2017 and 0014/2017 outline the basis on which the Education Research Centre determined the allocations for all schools.
In advance of the submission of an appeal, schools should read carefully the DES circulars and in particular the relevant section, which relates to the breakdown of the allocation, which may be under consideration for appeal.
The model will allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs are also being prepared and will be published shortly.
The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs. The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.
Special Educational Needs Data
Questions (341, 343)
Carol Nolan
Question:341. Deputy Carol Nolan asked the Minister for Education and Skills if details of the resource allocation for each school will be published; the date on which they will be published; and if he will make a statement on the matter. [13593/17]
View answerCarol Nolan
Question:343. Deputy Carol Nolan asked the Minister for Education and Skills the number of additional resource hours that have been allocated to schools under the new resource allocation model; the number of schools that received additional hours under the new model; and if he will make a statement on the matter. [13595/17]
View answerWritten answers
I propose to take Questions No. 341 and 343 together.
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
To date, 770 of the additional 900 teaching posts have been allocated to schools. Some schools are still due to receive allocations as they are newly opening schools, schools which are amalgamating from September 2017, or where adjustments are required to be made to the allocations.
Of the total allocations made to schools to date, 1358 schools have so far received increased allocations under the new allocation model, including 1036 primary schools, and 322 post primary schools.
Details of the allocations which have been made for each school have been published on the National Council for Special Education website www.ncse.ie.
No school has received an allocation for the 2017/18 school year which is less than their total allocation for special education support for the 2016/17 school year. The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Special Educational Needs Service Provision
Questions (342, 345)
Carol Nolan
Question:342. Deputy Carol Nolan asked the Minister for Education and Skills if an appeals mechanism will be available under the new resource allocation for parents who are of the view that their child is not receiving sufficient supports; if he will outline this process; and if he will make a statement on the matter. [13594/17]
View answerCarol Nolan
Question:345. Deputy Carol Nolan asked the Minister for Education and Skills his plans to introduce any mechanism of oversight in relation to the way in which resource hours are used in schools as part of the new model; if this was a recommendation of the NCSE; and if he will make a statement on the matter. [13597/17]
View answerWritten answers
I propose to take Questions Nos. 342 and 345 together.
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, combined with the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March while details of the special education teaching allocations have been published on the NCSE website.
Under the previous General Allocation Model, each school decided the level of support required to be provided to children with learning difficulties and certain special educational needs e.g. high incidence special educational needs. We know that schools have done this well.
We also know that under the pilot of the new allocation model that was conducted in 2015/16 that schools welcomed the discretion that they had to allocate resources under the new allocation model to pupils based on their individual learning needs, as opposed to primarily based on a diagnosis of a disability.
A category of disability, by itself, does not identify how much support a child should receive – two students, with the same disability can need completely different levels of support.
Schools use their own knowledge of their students to allocate teaching supports and they can also call on a wide number of support services to assist them. These include the Visiting Teacher Service, NEPS, Special Educational Needs Organisers (SENOs) and other support services such as the Special Educational Support Services. Under the new allocation model, schools will continue to receive guidance when making decisions about supporting students’ learning needs.
Guidelines for schools on supporting children with special educational needs under the new allocation model are also currently being prepared and will be published shortly.
Under the new model, schools will be guided as to how to identify pupils for additional teaching support and how to prioritise pupils for support taking into account the extent of their learning needs in order to ensure the appropriate level of support is being given to the child. Schools should inform parents about this process and how to request a review of their child’s additional teaching support, if this is required.
However, despite these measures, some parents, might still disagree with the level of support being given to their child. In such cases parents should discuss this first with their child’s class/subject teacher or his/her support teacher.
If parents remain unhappy with the level of support being given to their child in a school they may then raise this issue with the school principal and if necessary, at a later point with the Chairperson of the school Board of Management, who are the body which has responsibility for the management of the school.
The Guidelines for Schools Supporting Pupils with Special Educational Needs in Mainstream Schools, which are due to be published shortly will support schools in identifying and addressing the needs of children with special education needs and also in monitoring their deployment of resources to meet those needs.
The Guidelines have drawn on best practice to assist schools to allocate the greatest level of resources to the pupils with the highest levels of needs. The school self-evaluation process also supports schools to examine their own practices in the area of special education, to identify what is working well but also to identify areas that require improvement. Schools will set targets for improvement and implement agreed actions at a whole-school level. This process will enable schools to monitor their deployment of resources in area of special education needs.
In relation to oversight of in the way in which resource hours are used in schools, my Departments Inspectorate operates a programme of evaluation in primary and post-primary schools. The range of evaluation models available to the Inspectorate regularly involves inspectors evaluating, advising and reporting on the provision for pupils with SEN at the various levels of the Continuum of Support.
The Inspectorate also conducts SEN-specific evaluations at primary and at post-primary levels which allow for an in-depth focus on issues relating to special education needs. For example, in Evaluations of Provision for Pupils with Special Educational Needs at primary level, one area of enquiry for the inspection team is the management and use of resources received to support pupils with special educational needs.
Question No. 343 answered with Question No. 341.
Special Educational Needs Service Provision
Questions (344)
Carol Nolan
Question:344. Deputy Carol Nolan asked the Minister for Education and Skills if additional provision has been made for special education needs co-ordination under the new resource allocation model, as recommended by his Department's inspectorate in relation to the review of the pilot; if schools are expected to provide this from within their resource allocation; and if he will make a statement on the matter. [13596/17]
View answerWritten answers
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a key priority for this Government. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
It will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
The review of the pilot project noted that the Programme for Partnership Government contains commitments to rebuild middle management capacity in schools and that SEN coordination needs to be considered within this context.
I wish to advise that Budget 2017 provides for the commencement of the restoration of middle management posts in both the primary and post-primary sector. My Department in consultation with the Education Partners are carrying out a review of the post of responsibility structure in schools, in the context of restoration of posts, to address the further development of a distributed leadership model.
Circulars 0013/2017 0014/2017 also set out the position in relation to special educational needs coordination time.
The Circulars note that the allocations for special education teaching support include provision for the conducting of planning and co-ordination activities required to ensure the most effective and optimal use of the special educational needs teaching hours provided to schools, for children. The effective use of resources will be dependent upon effective timetabling practices that ensures continuity and avoids undue fragmentation of provision.
The extent of co-ordination time required to be used by schools will vary depending on school size, the number of pupils requiring additional teaching support, and the number of teachers proving this support.
Schools are advised, however, that co-ordination time, should be kept to a minimum in order to ensure that the most teaching time that can be provided for pupils can be given to those pupils.
Question No. 345 answered with Question No. 342.