Thursday, 13 Jul 2017

Written Answers Nos. 349-368

School Attendance Data

Questions (349)

Catherine Martin

Question:

349. Deputy Catherine Martin asked the Minister for Education and Skills his policy and preparations for the fact that there are currently 345,550 secondary school pupils here, excluding post-leaving certificate, PLC students, and 583 secondary schools, excluding PLC courses, and that according to the Department of Education and Skills this figure will increase (details supplied); his plans to increase school places and ensure the provision of green space for these schools; and if he will make a statement on the matter. [34840/17]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the key statistics for the 2016/17 school year were published on the 30th June, 2017 on my Department's website. In the 2016/17 school year, there were 352,257 second level pupils in 711 second level schools. This information is available in the key statistics release at the following link: 

http://www.education.ie/en/Publications/Statistics/Key-Statistics/Key-Statistics-2016-2017.pdf

In addition, the “Projections of Full-Time Enrolment Primary and Second Level (2017 - 2035)” publication outlines my Department’s projections up to 2035 and is available at the following link: http://www.education.ie/en/Publications/Statistics/Statistical-Reports/Projections-full-time-enrolment-Primary-and-Second-Level-2017-2035.pdf

My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.

My Department's six year Capital Programme prioritises building projects to meet demographic demand. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.

In the case of new schools, my Department has published guidelines to assist in the identification and the assessment for suitability of new sites for schools where the procurement of a new site is required. The relevant guidelines are TGD-025 for Primary School site identification and TGD-027 for Post-Primary site identification. All technical guidelines are available on the Department of Education and Skills website.

These guidelines are not intended to be prescriptive and cover a number of technical criteria to be taken into account when appraising the suitability and development potential of a site for a new school relative to other available options. Both documents refer to guidelines for green space provision. However, in higher density urban developments the optimum site area may not be available and green space guidelines are subject to space availability.

Obesity Strategy

Questions (350)

Catherine Martin

Question:

350. Deputy Catherine Martin asked the Minister for Education and Skills his plans to address the fact that one in four children is overweight or obese; his guidelines for the provision of green space for urban schools in this respect; and if he will make a statement on the matter. [34841/17]

Written answers

Minister for Education and Skills

My Department is active in the area of promotion of health and wellbeing in schools.  The issue of promoting healthy eating is addressed in schools through subjects such as Social, Personal and Health Education (SPHE), and Home Economics as well as in Physical Education.  The aim is to equip students with such skills and knowledge to enable them to make appropriate choices for healthy lifestyles. 

My Department issued a circular to all post primary schools in September 2015 on the Promotion of Healthy Lifestyles in Post Primary Schools (Circular number 0051/2015) and to all primary schools in February 2016 on the Promotion of Healthy Lifestyles in Primary Schools (Circular number 0013/2016). These circulars aim to support and strengthen schools’ efforts in developing in young people the skills and attitudes needed to make informed decisions about their health.

Schools are strongly encouraged to have a formal healthy eating policy that has been developed in consultation with students and parents.

Guidelines are available to schools on developing a healthy eating policy in Post-Primary Schools, which have been developed by the Department of Health and HSE.  The healthy eating policy should outline how the school supports healthy eating practices through the promotion of healthy lunches and healthy snacks and other means.

All of the proactive work done in schools complements the Government's Framework for Improved Health and Wellbeing 2013 - 2025 - Healthy Ireland. Schools can do so much but it is through working together, across Government departments, through families and communities that we can create an environment in which our young people have the knowledge, skills and resilience to choose to lead a healthy life.

The provision of playspace, where site conditions and circumstances allow, is one of the issues considered in the architectural design of new schools and major extensions. The level of facilities, including playspace, that can be provided in schools will therefore vary depending on the extent of classroom accommodation needed for the school.

 A suite of technical guidance documents is available on the Department's website (www.education.ie) to assist design teams in best practice design and development of projects and to encourage them to take a complete design team approach from project conception. These documents cover all aspects of the development of a building project for both internal and external works, including site assessments for new schools.

The Physical Education curriculum has been designed on the basis that facilities in schools may vary. Many primary schools have a general purpose room and practically all schools have outdoor play areas which are used for teaching different aspects of the P.E. programme. A similar situation with sports halls and outdoor facilities applies at second level. In addition, many schools use adjacent local facilities, including public parks, playing fields and swimming pools. In the context of the Department's co-operation with local authorities in identifying suitable sites for new schools, the location of sporting facilities in the vicinity is one of a number of factors taken into account in the overall site appraisal process.

The Department's design guidelines for schools include guidance in the provision of P.E. Halls, general purpose rooms and outdoor hard play areas such as basketball courts. The provision of playing pitches is not part of the specification for primary schools. However, in certain circumstances and where the site conditions allow, the project scope may include the levelling and grassing of an area which schools may decide to use for playing fields. At post primary level, an area may be developed as a practice playing field where site conditions and resources permit. In higher density urban developments the optimum site area may not be available and green space guidelines are subject to space availability.

School Admissions

Questions (351)

Catherine Martin

Question:

351. Deputy Catherine Martin asked the Minister for Education and Skills if he has sought legal advice on the constitutionality of his plans to alter religious discrimination in school admissions announced in the Committee on Education and Skills in July 2017; the details of that advice; and if he will make a statement on the matter. [34842/17]

Written answers

Minister for Education and Skills

As the Deputy is aware, following a public consultation process and a Forum on the role of religion in school admissions, I set out my preferred policy approach for amending primary school admissions legislation on the issue of the role that religion can play in the process.

Under the Education (Admission to Schools) Bill, which recently passed committee stage, schools which are not oversubscribed will have to accept all applicants. This means that religion will not be used as a criteria in admissions to 80% of schools.

It is in the 20% other schools that this issue now needs to be addressed.

My preference is to remove the capacity for state-funded denominational primary schools, where they are oversubscribed, to use religion as a criteria in admissions process except in three scenarios:

- where it would not otherwise be possible to maintain the ethos of the school;

- where the school is established by a minority religion, in order to ensure that students of that religion can find a school place in a school of that ethos;

- where the school is established by a minority religion, in order to admit a student of that religion who resides in a community consistently served by that school.

I have taken preliminary legal advice on my proposals prior to announcing them at the Oireachtas Committee and on that basis am confident to proceed. My intention is, following more detailed engagement with the Office of the Attorney General, to introduce more detailed proposals on this in the autumn, with a view to having them enacted by the end of 2017, depending on the process in the Oireachtas.

State Bodies Data

Questions (352)

Catherine Martin

Question:

352. Deputy Catherine Martin asked the Minister for Education and Skills further to parliamentary Question No. 540 of 20 June 2017, the number of former Deputies who applied for board positions; and if he will make a statement on the matter. [34851/17]

Written answers

Minister for Education and Skills

In line with the guidelines for appointments to State Boards, the process for filling vacancies on State Boards under the aegis of the Department is now generally managed by the Public Appointments Service (PAS). Applications are made through the dedicated website www.Stateboards.ie. An assessment process is undertaken by PAS leading to the creation of a list of candidates suitable for appointment to Boards.

It is my understanding that, in order to protect the integrity of the PAS State Board appointment process, the names of candidates applying but who are unsuccessful remain confidential and are not disclosed.

School Accommodation

Questions (353)

Catherine Martin

Question:

353. Deputy Catherine Martin asked the Minister for Education and Skills if he will provide the technical assessment of a site to the principal of a school (details supplied); and if he will make a statement on the matter. [34873/17]

Written answers

Minister for Education and Skills

I wish to inform the Deputy that my Department has provided the outcome of the technical assessment of the available accommodation to the patron and the principal of the school referred to by the Deputy. 

My Department is continuing to liaise with the school referred by the Deputy and their patron body with regard to their accommodation needs for September 2017.

School Equipment

Questions (354)

Catherine Martin

Question:

354. Deputy Catherine Martin asked the Minister for Education and Skills if funding will be made available to a school (details supplied) to facilitate its move to a campus and ensure the school has the required information technology provision for September 2017. [34874/17]

Written answers

Minister for Education and Skills

I can confirm that funding will be made available to the school referred to by the Deputy to ensure that the school will have sufficient IT provision for September 2017 at the campus referred to by the Deputy.

Special Educational Needs Service Provision

Questions (355)

Thomas Byrne

Question:

355. Deputy Thomas Byrne asked the Minister for Education and Skills the average cost of establishing a new autism spectrum disorder unit or special class in a mainstream post secondary school. [34875/17]

Written answers

Minister for Education and Skills

This Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.

Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.

Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:

- 61% of students to attend mainstream schools

- 26% to attend special classes in mainstream primary and post-primary schools, and

- 13% to attend special schools.

The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes.

The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas. 

Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 887 are Autism Spectrum Disorder (ASD) special classes.

The NCSE will establish an additional 145 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes to 1,032.

Special classes for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level. Special Classes or students with Autism also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children. The average annual cost of teaching and SNA support in a post-primary level ASD class is approx. €156K.

The following grants may be payable to newly established ASD Post Primary Special Classes

- Special class start-up grant - A grant of €6,500 is available to cover the cost of furniture and general equipment.

- Specialised furniture/equipment grant: Available for individual students who require specialised furniture/equipment.

- Loose furniture and equipment: €2,500 is available.

- Once off grant: €7,000 is available for equipment for a multi-sensory room where this is included in the overall schedule of accommodation.

- ICT - a grant of €5,000 is available per new primary classroom.

- Minor works grant: Funding is made available to all primary schools on the basis of a grant of €5,500 plus €18.50 per mainstream student and €74 per student attending a special class in a mainstream school.

With regard to Capital Costs in the case of all new schools, it is general practice to include a Special Needs Unit (SNU) in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. Typically, a two classroom SNU is provided in new primary schools and a two or four classroom unit is provided in new post primary schools.

In the case of existing schools, where a school is not in a position to accommodate a special class within its existing accommodation, it is open to the school to submit an application to the Department for capital funding to (i) re-configure existing spaces within the school building to accommodate the class or (ii) to construct additional accommodation.

The cost of providing a special needs class / unit can vary depending on the accommodation solution approved and local circumstances relating to site conditions and planning permission requirements e.g. provision of new percolation system, parking and bus turning facilities etc. Costs of providing a SNU can range depending on whether it is a single SNU or a double unit with an additional 25%/30% cost depending on site/planning conditions etc. The cost of providing this accommodation is met from the Department’s Additional Accommodation Scheme.

Schools Establishment

Questions (356)

Thomas Byrne

Question:

356. Deputy Thomas Byrne asked the Minister for Education and Skills the number of new multidenominational and-or non-denominational schools that have been established since 2012; the year they began taking in students; if they are in permanent or temporary accommodation; the patron of each; and if their buildings were transferred from another patron. [34876/17]

Written answers

Minister for Education and Skills

My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise.  The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department’s own databases.  With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed.

To date, 23 new multi-denominational primary schools have opened since 2012 in areas of demographic demand. The details requested by the Deputy are provided in the following table.

In addition, 10 new primary schools have opened since 2013 under the patronage divesting process in areas of stable population as follows:

In 2014, four new schools commenced operation under the patronage of Educate Together in:

- Trim, Co. Meath;

- Tramore, Co. Waterford;

- Malahide/Portmarnock, Co. Dublin; and

- Newtownwhite, Co. Mayo. 

The latter resulted from the transfer of patronage from the Church of Ireland. 

In addition, an Educate Together school that opened in September 2013 moved to a former Edmund Rice School building in Dublin 8 in September 2014. 

In 2015, three new schools commenced operation, two under the patronage of Educate Together in:

- Tuam, Co. Galway; and

- New Ross, Co. Wexford

and one under the patronage of An Foras Pátrúnachta in:

- Birr, Co. Offaly  

In 2016, two new schools opened under the patronage of Educate Together in:

- Greenhills, Dublin 12; and 

- Castlebar, Co. Mayo. 

NEW PRIMARY SCHOOLS FOR DEMOGRAPHICS

Roll Number	School Name	County	Patron	Ethos	Opened	Accommodation
20400E	Ballinteer Educate Together NS	Dublin South	Educate Together	Multi-denominational	2012	Temporary
20402I	City West Educate Together NS	Dublin South	Educate Together	Multi-denominational	2012	Temporary
20398U	Citywest & Saggart CNS	Dublin South	Dublin & Dun Laoghaire ETB	Multi-denominational	2012	Temporary
20401G	Stepaside Educate Together NS	Dublin South	Educate Together	Multi-denominational	2012	Permanent
20396Q	Ashbourne Educate Together NS	Meath	Educate Together	Multi-denominational	2012	Permanent
20403K	Kildare Town Educate Together NS	Kildare	Educate Together	Multi-denominational	2012	Permanent
20412L	Gaelscoil Teach Giúise	Dublin South	An Foras Pátrúnachta	Multi-denominational	2013	Permanent
20411J	Firhouse Educate Together NS	Dublin South	Educate Together	Multi-denominational	2013	Permanent
20425U	Gaelscoil Shliabh Rua	Dublin South	An Foras Pátrúnachta	Multi-denominational	2013	Permanent
20426W	Lucan Community NS (Scoil Oscair)	Dublin Fingal	Dublin & Dun Laoghaire ETB	Multi-denominational	2013	Permanent
20413N	Douglas Rochestown Educate Together NS	Cork	Educate Together	Multi-denominational	2013	Temporary
20428D	Gaelscoil Mhic Aodha	Kildare	An Foras Pátrúnachta	Multi-denominational	2013	Temporary
20422O	Scoil Aoife CNS	Dublin South	Dublin & Dún Laoghaire ETB	Multi-denominational	2014	Permanent
20440Q	Scoil Aonghusa CNS (Mallow CNS)	Cork	Cork ETB	Multi-denominational	2014	Permanent
20410H	Knocknacarra Educate Together NS	Galway	Educate Together	Multi-denominational	2014	Temporary
20441S	Shellybanks Educate Together NS	Dublin City	Educate Together	Multi-denominational	2014	Temporary
20473I	Greystones CNS	Wicklow	Kildare & Wicklow ETB	Multidenominational	2015	Temporary
20462D	Galway Steiner NS	Galway	Lifeways Ireland Ltd (Steiner Model)	Multidenominational	2015	Temporary
20392I	Pelletstown/Ashtown Educate Together NS	Dublin Fingal	Educate Together	Multidenominational	2015	Temporary
20442U	Scoil Chliodhna CNS Carrigtohill	Cork	Cork ETB	Multidenominational	2015	Temporary
20487T	Galescoil na Fuinseoige	Dublin South	An Foras Pátrúnachta	Multidenominational	2016	Permanent
20453C	Broome Bridge ETNS	Dublin City	Educate Together	Multidenominational	2016	Permanent
20486R	Grace Park ETNS	Dublin City	Educate Together	Multidenominational	2016	Temporary

Multidenominational Schools

Questions (357)

Thomas Byrne

Question:

357. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to undertake another parental demand survey to assess levels of demand in each area for multi- and non-denominational schools; the areas in which there was deemed to be a high parental demand for multi- and non-denominational schools in the last survey; the level of demand identified; and if this demand has been fulfilled or not. [34877/17]

Written answers

Minister for Education and Skills

As the Deputy may be aware, the report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector recommended that demand for patronage diversity should be met in areas of stable population by divesting patronage of existing schools where there is evidence of parental demand for change.

In 2012/13, my Department undertook surveys of parental preferences in 44 areas of stable population to establish the level of demand for a wider choice in the patronage of primary schools. Sufficient demand emerged in 28 areas and intensive consultations followed with the main Catholic patrons in each of these areas to discuss divesting options. 

I would point out that this model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons (10 since 2013). 

As the Deputy will be aware, following discussions on patronage divesting with education stakeholders and patron bodies in 2016, on the 30th January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment in this area. 

I believe that the new schools reconfiguration for diversity process has the potential to significantly increase patron diversity in our school system with a target of reaching 400 multi-denominational and non-denominational schools by 2030.  

While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in the areas already identified, in 2017 and beyond.

School Patronage

Questions (358)

Thomas Byrne

Question:

358. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether there is a potential conflict of interest in his new reconfiguration plan for patronage divestment (details supplied); the arrangements his Department has in place to mitigate the effects of conflicts of interest. [34878/17]

Written answers

Minister for Education and Skills

The Deputy will be aware that on the 30th January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of families and school communities and the Programme for Government commitment in this area.

This process will involve the Education and Training Boards in the initial phase, as the State’s local education authorities, identifying areas where there is likely to be demand for greater diversity and they will work with pre-school services to establish evidence of this demand among the cohort of pre-school parents.

I believe that the Education and Training Boards, as the State’s local education authority, is precisely the right organisation to undertake the consultation with pre-school parents in this process. One of the criticisms of the last process was that it did not take sufficient account of local communities and local stakeholders. The ETBs, as statutory education authorities, present in every county, with representation from local groups on their boards, are ideally placed to carry out this process.

There will then be discussions between individual ETBs and the existing patrons/landowners concerning the possible transfer of schools to accommodate this demonstrated demand for diversity.

The protocols surrounding how the surveys will be carried out will be carefully designed by the Department of Education and Skills, and each ETB will submit a report to the Department showing the results of the surveys, including details of how the surveys were carried out in accordance with the protocols.

This new process for supporting transfers of schools to multi-denominational patrons in response to the wishes of local families is based around principles of transparency and cooperation. Therefore, there will be a very substantial level of consultation of local communities in the process, through the requirement for the existing patron to consult with local community and school interests in proposing to transfer patronage of an existing school to an alternative patron body. In that process, the existing patron will also take into account proposals from all prospective multi-denominational patrons that wish to be considered. The reconfiguration process for primary school patronage will be open to application from all patrons offering multi-denominational or non-denominational school models.

It is important to acknowledge the voluntary nature of these transfers, given that the current patron is in most cases the owner of the land on which the school stands. My Department will develop protocols on patronage transfer with existing patrons to ensure that school and local communities and prospective patrons are fully consulted before a decision is made. I am confident that this process will respect the views of all parties - parents, local schools and communities and patrons.

I would point out that the previous model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons (10 since 2013). I look forward to working constructively with all education stakeholders and patron bodies in this important endeavour and I would ask all parties to put aside sectional or self-interest in pursuing the national objective of providing greater diversity of school provision in line with the choices of parents, families and school communities.

School Accommodation Provision

Questions (359)

Thomas Byrne

Question:

359. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether his Department's policy of not allowing Educate Together schools to establish using temporary accommodation at an initial stage unless there is an expectation that a State-owned building will be available to move into in the area in the short term is unnecessary and is significantly delaying the roll-out of Educate Together schools across the country to areas of low patron diversity and high parental demand. [34879/17]

Written answers

Minister for Education and Skills

As the Deputy may be aware, the report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector recommended that demand for patronage diversity should be met in areas of stable population by divesting patronage of existing schools where there is evidence of parental demand for change.

In 2012/13, my Department undertook surveys of parental preferences in 44 areas of stable population to establish the level of demand for a wider choice in the patronage of primary schools. Sufficient demand emerged in 28 areas and intensive consultations followed with the main Catholic patrons in each of these areas to discuss divesting options. 

My Department does not provide for a new school to open under patronage divestment where a long-term home has not been identified, as to do so would inevitably lead to pressure to provide new schools in areas of stable population at the expense of existing schools where there is no requirement for additional places.  My Department’s priority in the allocation of scarce capital funding has to be in providing school places in areas of demographic growth.

New schools established in areas of demographic growth, including those under the patronage of Educate Together, may be established in temporary accommodation pending delivery of the permanent accommodation for the school.

In some areas, in responding to demand for diversity where existing patrons were unable make school properties available, my Department also included an examination of properties held in public ownership. I would point out that the previous model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons (10 since 2013).

The Deputy will be aware that on 30 January 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of families and school communities and the Programme for Government commitment in this area. 

I believe that the new schools reconfiguration for diversity process which will see the transfer of existing "live" schools, on a voluntary basis, has the potential to significantly increase patron diversity in our school system with a target of reaching 400 multi-denominational and non-denominational schools by 2030.  

While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified, in 2017 and beyond.

School Admissions

Questions (360)

Thomas Byrne

Question:

360. Deputy Thomas Byrne asked the Minister for Education and Skills if under the new School Admissions Bill 2016 he will have powers to direct selected schools to operate an admissions policy which is positively discriminatory towards certain groups deemed to be excluded, such as children from traveller backgrounds or from homeless households; and if not, the reason he is of the view such a provision should not be inserted into the Bill. [34880/17]

Written answers

Minister for Education and Skills

The Education (Admission to Schools) Bill 2016 is an important piece of legislation which strives to create a new more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools in this country.

 The Bill was published in July 2016 and passed Committee Stage on 28th June 2017.

The Bill provides for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion while including provision for single sex schools and denominational schools to reflect, in their admission policy, the exemptions applicable to such schools under equality legislation.

The Bill does not provide for the Minister to direct schools to prioritise children from traveller backgrounds or from homeless households. The Bill will oblige all schools to admit pupils where there are available places. It is important to note that 80% of schools are not oversubscribed. Other important provisions in the Bill, including the provision for the NCSE and the Child and Family Agency to designate a place for a child in a school will deal with any difficulty that arises for a particular child.

School Curriculum

Questions (361)

Thomas Byrne

Question:

361. Deputy Thomas Byrne asked the Minister for Education and Skills the estimated cost for reintroducing the modern languages in primary school programme in budget 2018 and for a national roll-out of the programme. [34882/17]

Written answers

Minister for Education and Skills

The Modern Languages in Primary Schools Initiative (MLPSI) was introduced in September 1998. It involved the introduction of Italian, Spanish, German and French for 5th and 6th classes. The MLPSI was a pilot scheme across 550 schools with an annual budget of approximately €2.5m. It would not be possible to give an estimate of the cost of its reintroduction in 550 schools or its introduction across all primary schools due to the number of variables involved. 

The decision to end the MLPSI was taken in the context of a very challenging budgetary environment where difficult decisions had to be taken. A 2008 Report by the National Council for Curriculum and Assessment recommended against a further expansion of the MLPSI, citing issues of curriculum overload and difficulties relating to the replicability of the model across the system.

Consideration will be given to its reintroduction in the context of the review of the time and structure of the primary curriculum currently being carried out by the NCCA. The priority at primary level is to provide high-quality language learning in our two languages, Irish and English. A new Primary Language Curriculum, incorporating Irish and English, was introduced in classes from Junior Infants to 2nd class from September 2016. This curriculum aims to ensure that students acquire transferrable language skills which will assist them in learning Irish and English and additional languages at second level.  Work is currently underway in developing the Primary Language Curriculum for third to sixth class.

My Department is currently finalising a strategy on Foreign Languages in Education and this will be published shortly. The Action Plan for Education refers to the importance of the rollout of that strategy, together with the implementation of revised curricula at primary level, in supporting increased levels of participation and competence in language learning.

Student Grants Data

Questions (362)

Thomas Byrne

Question:

362. Deputy Thomas Byrne asked the Minister for Education and Skills the estimated cost for fully reintroducing the postgraduate grants; and the cost of reintroducing postgraduate grants for those eligible for grant rates part maintenance 75% and part maintenance 50%. [34883/17]

Written answers

Minister of State at the Department of Education and Skills

The Deputy will be aware of the Programme for Government commitment to increase financial supports for post graduate students with a particular focus on those from low income households.

In response to this commitment, Minister Bruton secured additional funding of €4million 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, from September 2017, and it reverses the budgetary cut that was imposed on this cohort of students in 2012.  

However, if the maintenance grants and eligibility for full fees were reintroduced for post-graduate students, the total estimated cost would be approximately €42.6m.

The estimated cost of introducing the 75% and the 50% rate of the maintenance grant and eligibility for full fees for post-graduate students would be €38m and €35m respectively.

These costing's excludes the above 2017 budget measure.

These costing's also assumes that the actual number of post graduate grant holders (2,324 in 2015/16) will increase to the level prior to the introduction of 2012 Budget measure (6,027 students).

Student Grants Data

Questions (363)

Thomas Byrne

Question:

363. Deputy Thomas Byrne asked the Minister for Education and Skills the number of postgraduates that have been provided financial assistance under the student grant scheme in each of the years since 2009 to 2016 and to date in 2017. [34884/17]

Written answers

Minister of State at the Department of Education and Skills

Financial supports are currently available for those postgraduate students who meet the eligibility criteria of the Student Grant Scheme.

Post-graduate students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible to have their post graduate tuition fees paid up to the maximum fee limit of €6,270.

Alternatively, a postgraduate student may qualify to have a €2,000 contribution made towards the cost of his/her fees. The income threshold for this payment is €31,500 for the 2016/17 academic year, increasing relative to the number of family dependents.

The Deputy will be aware of the Programme for Government commitment to increase financial supports for post graduate students with a particular focus on those from low income households.

In response to this commitment, Minister Bruton secured additional funding of €4million 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, from September 2017, and it reverses the budgetary cut that was imposed on this cohort of students in 2012.  

The number of postgraduate students in receipt of a grant under the Student Grant Scheme from the 2009/10 academic year to date in 2017 is outlined in the following table.

POST-GRADUATE GRANT-HOLDERS FOR THE ACADEMIC YEARS 2009/10 – 2015/16 AND PROVISIONAL POST-GRADUATE GRANT-HOLDERS 2016/17

Grant-holders	2009/10	2010/11	2011/12	2012/13	2013/14	2014/15	2015/16	2016/17
Post-Graduate	6,417	6,667	6,027	3869	2,695	2.558	2.324	2,120(Provisional)

Special Educational Needs Data

Questions (364)

Thomas Byrne

Question:

364. Deputy Thomas Byrne asked the Minister for Education and Skills the ratio of special needs assistants, SNAs, to pupils in mainstream classes at primary level; and the ratio for SNAs to pupils in mainstream schools at post primary in each of the years 1998 to 2016 and to date in 2017 by county, in tabular form. [34885/17]

Written answers

Minister for Education and Skills

I recently announced that 975 additional SNAs will be available for allocation to schools from September 2017 which is a 7.5% increase to meet the demands for the new school year.

A total of 13,990 SNA posts will now be available at a gross annual cost of €458 million. This is more SNAs than we have ever had previously and will ensure that all children who qualify for SNA support can continue to receive access to such support.

In total, the number of SNAs available has increased by over 32% since 2011, when 10,575 posts were available.

The NCSE has advised all schools of their allocations for SNA support for the coming 2017/18 school year. Details of SNA allocations which have been made to schools have been published on by the NCSE on their website at http://ncse.ie/wp-content/uploads/2017/07/NCSE-17_18-SNA-Allocation-Primary.pdf.

As the responsibility for the allocation of SNAs to schools resides with the NCSE, the information requested by the Deputy is not retained by my Department. Accordingly I have requested the NCSE to respond directly to the Deputy's question. In view of the fact that the NCSE was established in 2004, data for years preceding that date will not be available.

Special Educational Needs Data

Questions (365)

Thomas Byrne

Question:

365. Deputy Thomas Byrne asked the Minister for Education and Skills the ratio of resource teachers and learning support teachers to pupils in mainstream classes at primary level; and the ratio for resource teachers and learning support teachers to pupils in mainstream schools at post primary in each of the years 1998 to 2016 and to date in 2017 by county and by Dublin post code, in tabular form. [34886/17]

Written answers

Minister for Education and Skills

Details of the ratio of resource teaching and learning support teachers per number of pupils each year at primary and post primary school level for the years 2009-2017 are included in the table.

Due to the manner in which the allocation of resource teaching posts was recorded prior to 2009, where additional allocations were only made to schools once all surplus allocations in schools were accounted for, accurate details of the resource teaching allocations made prior to 2009 are not available.

Details of the number of resource teaching posts allocated to schools by the NCSE on a per County basis, for the years 2012-2017, are available at http://ncse.ie/resource-teaching-hours-and-sna-allocations

Resource Teaching and Learning Support Allocations 2009 - 2017

School Year	Ratio LS/RT posts per number of Pupils
2009/10	72.91
2010/11	72.77
2011/12	73.24
2012/13*	72.05
2013/14	70.87
2014/15	69.03
2015/16	66.19
2016/17	63.37

*From 2012/13 GAM and Post Primary Learning Support allocation also provided for English Additional Language (EAL) Support. Since that time the GAM has been updated annually based on increases to mainstream classroom teaching posts, based on school enrolments.

Post Primary School

School Year	Ratio LS/RT posts per Pupil
2009/10	120.39
2010/11*	130.73
2011/12*	128.69
2012/13	111.79
2013/14	105.94
2014/15	100.30
2015/16	96.04
2016/17	92.24

*Statistics for 2010/11 and 2011/12 included PLC students, excluded thereafter.

Northern Ireland

Questions (366)

Charlie McConalogue

Question:

366. Deputy Charlie McConalogue asked the Minister for Foreign Affairs and Trade if the Government is maintaining its assertion of ownership to Lough Foyle; the recent engagements he has had with Britain and Northern Ireland on same; and if he will make a statement on the matter. [34277/17]

Written answers

Minister for Foreign Affairs and Trade

The UK government assertion of jurisdiction over the whole of Lough Foyle has never been accepted by Ireland and this position remains unchanged.

Following discussions in 2011 between the then Minister for Foreign Affairs and Trade and the British Foreign Secretary, the British and Irish Governments agreed to seek to resolve jurisdictional issues relating to both Lough Foyle and Carlingford Lough. Since that time a series of meetings have taken place at official level between the Foreign and Commonwealth Office and my own Department, the most recent of which was in February this year. The issues involved are complex and involve a range of different actors, including the Crown Estates, but I am satisfied that progress is being made and that all sides are committed to reaching a positive resolution as soon as possible.

Departmental Expenditure

Questions (367)

Seán Crowe

Question:

367. Deputy Seán Crowe asked the Minister for Foreign Affairs and Trade the detail of the unallocated spend within his Department for 2017; the detail of expenditure allocated to programmes in 2017 which are due to cease in 2017; the spend which will become available within his Department's expenditure profile in 2018 due to changes in demand for services and goods and or changes to costs within his Department; and if he will make a statement on the matter. [33588/17]

Written answers

Minister for Foreign Affairs and Trade

The Department expects a full spend of the 2017 voted budget allocation and a surplus/unallocated amount at the year end is not anticipated. The 2017 budget programme expenditure is as follows:

2017 Programme Expenditure	€000
To serve our people at home and abroad and to promote reconciliation and co-operation, (Our People).	79,044
Protect and advance our values and interests in Europe, (Our place in Europe).	23,279
Work for a more just, secure and sustainable world, (Our values).	55,779
Promote our economic interests internationally, (Our prosperity).	32,211
Strengthen our capacity to deliver our goals, (Our influence).	39,260
Work on poverty and hunger reduction.	486,614
Total 2017 Programme Expenditure	716,187

None of the Department’s current programmes are due to cease in 2017. At present the Department is not aware of any specific changes in demand for services and goods or changes to costs within the Departments expenditure profile in 2018, however the continuing increase in passport applications and general increase in demand for the Department’s services will put pressure on the 2018 profile.

Services for People with Disabilities

Questions (368)

Margaret Murphy O'Mahony

Question:

368. Deputy Margaret Murphy O'Mahony asked the Minister for Foreign Affairs and Trade the way his Department is improving services and increasing supports for persons with disabilities during 2017. [34033/17]

Written answers

Minister for Foreign Affairs and Trade

I wish to advise the Deputy that my Department is improving services and increasing supports for persons with disabilities. During 2017 a project to modify and upgrade a Departmental building to better meet the access and internal mobility requirements of all staff and visitors with a disability was initiated. The Department continues to work to improve conditions for staff with disabilities and provide appropriate support including the use of assistive technologies and provision of care in the workplace and flexible working arrangements.

The Department’s Disability Liaison Officer (DLO) continues to provide confidential support to staff with declared disabilities. The DLO promotes the interests of staff with disabilities including through researching best practice on disability issues in conjunction with the Civil Service DLO Network.

My Department continues to promote and support the employment of people with disabilities including through the WAM - Willing Able Mentoring- programme. This is a work placement programme which aims to promote access to the labour market for graduates with disabilities and build the capacity of employers to integrate disability into the mainstream workplace.

My Department has also established a Management Board sub-Committee on Gender and Diversity which oversees the work of a Working Group on Equality and Diversity which aims to create an inclusive and diverse working environment that encourages a culture of respect and equality to the benefit of staff and the Department, and over time, to the benefit of those we serve.

My Department continues to comply with any statutory Code of Practice and exceeds the target of 3% of employees with disabilities and in this regard the National Disability Authority (NDA) reports on compliance with this 3% target. In its latest published report for the calendar year 2015, the NDA noted that in my Department, 3.5% of staff had a declared disability. In 2017 this number has risen to 3.65% of the Department’s workforce. My Department reports annually on achievement of these obligations.

Further specific steps undertaken include an installation of a new fire paging system for staff who are deaf or hard of hearing, provision of specialised National Council for the Blind Ireland (NCBI) assessments for staff as required and the provision of additional evacuation chairs in Departmental buildings.

All staff in HQ have been offered workplace ergonomic assessments. The recommendations arising from these assessments have been addressed.