Monday, 11 Sep 2017

Schools Building Projects Status

Questions (308, 338, 360)

Niamh Smyth

Question:

308. Deputy Niamh Smyth asked the Minister for Education and Skills if he will expedite the construction of a school (details supplied); and if he will make a statement on the matter. [36887/17]

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Niamh Smyth

Question:

338. Deputy Niamh Smyth asked the Minister for Education and Skills the status of a school (details supplied) in Cootehill, County Cavan; and if he will make a statement on the matter. [37343/17]

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Niamh Smyth

Question:

360. Deputy Niamh Smyth asked the Minister for Education and Skills if he will expedite the new project for a school (details supplied); the progress since July 2017 regarding same; and if he will make a statement on the matter. [37863/17]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 308, 338 and 360 together.

The Stage 2(b) Detailed Design Report for the major building project at the school to which the Deputy refers has recently been reviewed by my Department and comments on the report issued to the Board of Management in July 2017. A response to these comments is awaited from the Board of Management and its Design Team.

In parallel, the Board of Management and its Design Team are currently finalising the assessment of suitably qualified contractors to which the project can be tendered.

Once these steps are finalised my Department will then revert to the school with a timeframe to proceed to tender and construction stage.

School Furniture Provision

Questions (309)

John McGuinness

Question:

309. Deputy John McGuinness asked the Minister for Education and Skills if the cost of furniture will be provided for a school (details supplied). [36900/17]

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Written answers

Minister for Education and Skills

I am pleased to confirm that funding is being made available to the school to which the Deputy refers for replacement furniture. The school has been informed of my Department's decision.

School Enrolments Data

Questions (310)

Brendan Ryan

Question:

310. Deputy Brendan Ryan asked the Minister for Education and Skills the number of spare places in junior infants classes in each primary school in Swords and in the surrounding areas, including schools in the rural hinterland for the 2017/2018 school year; the waiting list for junior infants for each of these schools for the 2017/2018 school year; the way in which these figures compare to both the spare capacity and waiting lists for the 2016/2017 school year; and if he will make a statement on the matter. [36915/17]

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Written answers

Minister for Education and Skills

As the Deputy will be aware the pupil enrolments on 30 September is the key factor for determining the level of staffing resources provided at individual school level. In that regard, the enrolment position for the year 2017/18 will not be clarified in the area referred to until schools complete their enrolment process in the coming weeks.

A school's enrolment policy, and the question of waiting lists, is a matter for each individual school management. This information is not held within my Department. In that regard, however, it is understood that pupils on waiting lists in the area referred to may include applications for parents in respect of future years, e.g. 2018/19 etc.

In the case of both 2016/17 and 2017/18 my Department is satisfied that there were adequate junior infant places available to meet the requirement of the area.

Departmental Staff Data

Questions (311)

Brendan Howlin

Question:

311. Deputy Brendan Howlin asked the Minister for Education and Skills the number of political staff employed in his Department, including parliamentary assistants, secretarial assistants, special advisers, drivers and other relevant positions; the number of civil or public service staff seconded to work within his Department or constituency offices; the salaries and job titles of each such person; the duty or role of each, in each of the years 2015 and 2016 and to date in 2017, in tabular form; and if he will make a statement on the matter. [36951/17]

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Written answers

Minister for Education and Skills

The following tabular statement contains the information requested by the Deputy.

In relation to the duties and role of each appointee, contract documents were laid before the Houses of the Oireachtas in respect of those that were in situ 2015 and 2016 in accordance with the terms of the Ethics Acts where they can be viewed by the Deputy. Contract documents in respect of appointments made in 2017 when completed will be laid before the Houses of the Oireachtas in due course.

The following tabular statements gives details of Ministerial Appointees and their respective salaries as at the 31st December in 2015, 2016 and to date in 2017 as requested by the Deputy.

Ms Jan O'Sullivan, T.D. Minister for Education and Skills 11th July 2014 to 6th May 2016.

Appointee	Grade	Salary 2015
Neil Ward	Special Adviser	€78,670 pa
Paul Daly	Special Adviser	€81,676 pa
Joe Leddin	Personal Assistant	€54,490 pa
Margaret O'Donoghue	Personal Secretary	€47,744 pa
Gerard Tucker	Civilian driver	€32,965 pa
Tom Considine	Civilian Driver	€32,965 pa

Damien English, T.D. Minister of State 14th July 2014 to 6th May 2016

Appointee	Grade	Salary 2015
Stephen Foley	Personal Assistant	€57,358 pa
Martina Maguire	Personal Secretary	€48,358 pa
Joe Fox	Civilian driver	€34,700 pa
Sean McKiernan	Civilian driver	€34,700 pa

Richard Bruton, T.D. Minister for Education and Skills 7th May 2016 to Present

Appointee	Grade	Salary 2016	Salary 2017
Conor Quinn	Special Adviser	€87,258 pa	€89,965 pa
Patrick Cluskey	Special Adviser	€75,647 pa	€81,004 pa
Sarah O'Neill	Parliamentary Assistant	See note	See note
Bernadette Lee	Secretarial Assistant	See note	See note
Sean Divilly	Civilian Driver	€32,965 pa	€33,965 pa
John Murray	Civilian Driver	€32,965 pa	€33,965 pa

John Halligan, T.D. Minister of State 6th June 2016 to Present

Appointee	Grade	Salary 2016	Salary 2017
Michelle Clancy	Special Adviser	€65,000 pa	€65,093 pa
Emer O’Neill	Parliamentary Assistant	See note	See note
Aoife Marks	Secretarial Assistant	See note	See note
Edward Cunningham	Civilian Driver	€34,700 pa	€35,700 pa
Gerard O Brien	Civilian Driver	€34,700 pa	€35,700 pa

Scéim na nOibreacha Éigeandála

Questions (312)

Pearse Doherty

Question:

312. D'fhiafraigh Deputy Pearse Doherty den Aire Oideachais agus Scileanna an bhfuarthas Iarratas ar Oibreacha Éigeandála atá curtha isteach ag scoil i gContae Dhún na nGall (sonraí curtha ar fáil) chun dul i ngleic leis an bhfadhb taise atá ann i bhfoirgneamh na scoile; cathain a bheidh cinneadh déanta faoin iarratas seo; agus an ndéanfaidh sé ráiteas ina thaobh. [37010/17]

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Written answers

Minister for Education and Skills

Is féidir liom a dheimhniú go bhfuil an t-iarratas ar mhaoiniú d’obair éigeandála faighte ón scoil dá bhfuil an Teachta ag tagairt.

Tá cead i bprionabal tugtha don mhaoiniú agus, dá réir, tá sé sin curtha in iúl don scoil. Chun rudaí a bhrú ar aghaidh, tá cead tugtha Sainchomhairleoir a sholáthar chun scóip na n-oibreacha is gá chun dul i ngleic leis an bhfadhb a aithint agus chun costais a sholáthar.

Nuair a bhíonn an t-eolas faighte agus scrúdaithe ag mo Roinn, beifear ábaltá faomhadh an tionscadail a chur ar bhonn foirmiúil.

Special Educational Needs Data

Questions (313, 314)

John McGuinness

Question:

313. Deputy John McGuinness asked the Minister for Education and Skills the number of school placements available to children with autism spectrum disorders, ASD, in counties Carlow, Kilkenny, Laois and Offaly; the location of each unit; if places are available at any or all of the units named; if occupational therapy, psychology and speech and language services are available through these ASD classes or locations; his plans in this area of education; and if he will make a statement on the matter. [37022/17]

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John McGuinness

Question:

314. Deputy John McGuinness asked the Minister for Education and Skills his plans to provide ASD units to all schools where demand has been identified; if existing ASD classes will be funded to cater for larger numbers in which demand is identified; and if he will make a statement on the matter. [37023/17]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 313 and 314 together.

The policy of my Department is to ensure 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.

This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).

The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.

The NCSE Policy Advice also states that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.

Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.

There is therefore not one preferred educational environment for children with ASD, rather there is a model which takes into account the assessed educational needs of individual pupils.

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

- 63% of students to attend mainstream schools

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

- 11% to attend special schools.

Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:

- S/he has ASD

- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.

The NCSE continues to establish additional special classes to support children with Special Educational Needs including Autism as required. Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,302 for the 2017/18 school year. 1,042 of these are Autism Spectrum Disorder (ASD) special classes of which 151 are being newly established for this school year.

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.

While it is not always possible to ensure that a special class placement will be available in a child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.

My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.

Details of all special classes for children with special educational needs, including those in the Counties to which the Deputy has referred are available on www.ncse.ie in county order, and with new classes identified. Information in relation to the number of available placements in each of these classes is not immediately available to my Department as the placements are still being filled by schools. The NCSE will advise parents of placement options within existing special classes where such placements remain unfilled after the enrolment processes have been concluded.

The provision of therapies such as Speech and Language are under the remit of my colleague, the Minister for Health and the service is provided by the Health Service Executive (HSE). Any queries in this regard should be directed to my colleague, the Minister for Health.

Schools Building Projects

Special Educational Needs Staff Data

Questions (320)

John Brassil

Question:

320. Deputy John Brassil asked the Minister for Education and Skills the number of special schools in County Kerry that applied for SNA resources for the 2017/2018 school year; the reason none were sanctioned; and if he will make a statement on the matter. [37043/17]

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Written answers

Minister for Education and Skills

Special Needs Assistants (SNAs) are provided specifically to assist recognised mainstream and special schools to cater for pupils with disabilities, who have additional and significant care needs, in an educational context and where the nature of these care needs have been outlined in medical and other professional reports as being so significant that a pupil will require additional adult assistance in order to be able to attend school and to participate in education

The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.

The NCSE operates within my Department's criteria in allocating such support, as set out in my Department's Circular 0030/2014.

In considering applications for SNA supports for individual pupils, the SENOs take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources. SNAs are not allocated to individual children but to schools as a school based resource.

The level of SNA support allocated to all schools can change from year to year, as students with care needs leave the school, as new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time.

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, including the three special schools in County Kerry, have been published by the NCSE on their website at http://ncse.ie/wp-content/uploads/2017/07/NCSE-17_18-SNA-Teaching-Allocation-to-Special-Schools2.pdf.

Where a school has received its allocation of SNA support for 2017/18, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE.

In circumstances where a school, or parent, is unhappy with the allocation of SNA support which has been made, or considers the level of support allocated is not sufficient to meet the care needs of the pupils concerned, the school or parent, may appeal that decision via the NCSE appeals process. Details of the NCSE appeals process is available at www.ncse.ie. The closing date for receipt of appeals is the 29th September 2017.

Departmental Staff Data

Questions (321)

Mary Lou McDonald

Question:

321. Deputy Mary Lou McDonald asked the Minister for Education and Skills the number of women and men employed in his Department, in tabular form. [37070/17]

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Written answers

Minister for Education and Skills

I can advise the Deputy that as of 31 July 2017, 974 women and 401 men are employed in my Department.

Women	Men
974	401

Departmental Staff Grades

Questions (322)

Mary Lou McDonald

Question:

322. Deputy Mary Lou McDonald asked the Minister for Education and Skills the number of men and women in his Department who hold posts (details supplied). [37081/17]

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Written answers

Minister for Education and Skills

I can advise the Deputy that as of 31 July 2017, the following is the breakdown of men and women in my department that hold posts (details supplied):

	Men	Women
Secretary General	1	-
Deputy Secretary		1
Assistant Secretary	5	1
Principal Officer	23	18
Assistant Principal Officer	36	60

School Placement

Questions (323)

Bríd Smith

Question:

323. Deputy Bríd Smith asked the Minister for Education and Skills his plans to increase primary and post-primary school places in the Cherry Orchard-Park West area of Dublin or in the wider catchment area during the lifetime of the current Dublin City Development Plan 2016 to 2022 (details supplied). [37094/17]

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Written answers

Minister for Education and Skills

My Department is included among the prescribed bodies to whom local authorities are statutorily obliged to send draft development and local area plans or proposed variations to development plans for comment and observations. This enables local authorities to reserve future school sites in areas designated for proposed housing development. My Department contributed to the Draft Dublin City Development Plan 2016-2022 in 2015.

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. 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 is currently carrying out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.

Following the completion of the 2017 demographic exercises, additional schools may open. It is anticipated that decisions based on these exercises will be announced later in 2017.

Special Educational Needs Staff

Questions (324)

James Lawless

Question:

324. Deputy James Lawless asked the Minister for Education and Skills if he will review the decision to revoke a special needs assistant for a person (details supplied); and if he will make a statement on the matter. [37150/17]

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Written answers

Minister for Education and Skills

Special Needs Assistants (SNAs) are provided specifically to assist recognised schools to cater for pupils with disabilities, who have additional and significant care needs, in an educational context and where the nature of these care needs have been outlined in medical and other professional reports as being so significant that a pupil will require additional adult assistance in order to be able to attend school and to participate in education

The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.

The NCSE operates within my Department's criteria in allocating such support. The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014.

In considering applications for SNA supports for individual pupils, the SENOs take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources. SNAs are not allocated to individual children but to schools as a school based resource.

The NCSE advised all schools of their allocations for SNA support for the coming 2017/18 school year on 6th July 2017. Details of SNA allocations which have been made to schools have been published by the NCSE on their website at http://ncse.ie/wp-content/uploads/2017/07/NCSE-17_18-SNA-Teaching-Allocation-to-Special-Schools2.pdf.

The level of SNA support allocated to all schools can change from year to year, as students with care needs leave the school, as new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time.

Where a school has received its allocation of SNA support for 2017/18, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE.

In circumstances where a school, or parent, is unhappy with the allocation of SNA support which has been made, or considers the level of support allocated is not sufficient to meet the care needs of the pupils concerned, the school or parent, may appeal that decision via the NCSE appeals process. Details of the NCSE appeals process is available at www.ncse.ie; the closing date for receipt of appeals is the 29th September 2017.

As the question refers to SNA support for an individual child, I have arranged for the NCSE to provide a direct reply to the Deputy.

Teachers' Remuneration

Questions (325)

Michael Healy-Rae

Question:

325. Deputy Michael Healy-Rae asked the Minister for Education and Skills when teachers can expect an increase in pay following the strike by a union (details supplied); when his Department will unfreeze the increments; and if he will make a statement on the matter. [37169/17]

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Written answers

Minister for Education and Skills

I welcome the decision taken last June by the ASTI to suspend all industrial action relating to the Lansdowne Road Agreement (LRA) and Junior Cycle reform.

As a result of the suspension, a number of direct financial benefits now apply to teachers who were not previously covered by the LRA, including ASTI members.

The pay measures which took effect from 10 June (the date of the suspension of industrial action) include:

- Pay improvements for post-February 2012 entrant teachers through the payment of the first phase of new salary scales (Second phase due January 2018);

- Lifting of the freeze on the payment of increments;

- Pay increase through the addition of the first S&S moiety (€796) to the teacher pay scale (Second moiety due September 2017);

- Pay increase of €1,000 through the bringing forward of the 1 September pay increase;

- Restoration of the alleviation of the FEMPI Act pay reductions for higher earners;

- Payment of the first phase of the reversal of the FEMPI Act pay reductions for higher earners (Second phase due January 2018).

Further to the above, all teachers are now covered by the terms of the Ward Circular and a revised sequence for filling posts/hours in schools which enable fixed-term and part-time teachers to gain permanent, full-time jobs more quickly and easier than before.

Other benefits made available to teachers not previously covered by the LRA include:

- Access to promotion posts announced in Budget 2017 based on arrangements to be set out in a new Department Circular;

- S&S opt-out option for teachers with a minimum of 15 years’ service;

- S&S opt-in option for teachers who had previously opted out;

- An increase in the quantum of Croke Park hours which can be worked on other than whole-school basis;

- A review of the usage of the Croke Park hours;

- Access to redeployment;

- Provision of professional time associated with the implementation of the Junior Cycle.

All of the pay restoration measures due from 10 June to teachers who were not previously covered by the LRA (including ASTI members) have been implemented on my Department’s Payroll. The second S&S moiety which is due to be paid to teachers with effect from 1 September 2017 will be paid in September 2017.

The continuing restoration of the financial and other benefits of the LRA are contingent on the continuing application of the suspension of all industrial action. In the event that the suspension of industrial action by members of the ASTI is not sustained, the restoration measures above would stand to be reversed.

Schools Building Projects Status

Questions (326)

Michael Healy-Rae

Question:

326. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter regarding an application for a new school building by a school (details supplied); and if he will make a statement on the matter. [37174/17]

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Written answers

Minister for Education and Skills

The school to which the Deputy refers was included in my Department's 6 Year Construction Programme (2016-2021).

Arrangements are being made to progress the project into architectural planning which will facilitate the appointment of a Design Team.

School Textbooks

Questions (327)

Clare Daly

Question:

327. Deputy Clare Daly asked the Minister for Education and Skills his views on the high cost of school books; the evaluation by his Department of an initiative by a company (details supplied) to supply books at a significantly lower cost than others; and if he will make a statement on the matter. [37180/17]

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Written answers

Minister for Education and Skills

It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of textbooks in the school. Individual schools should adopt a cost-conscious approach to the selection of books in their classes.

In relation to textbook costs an agreement was reached with the Irish Educational Publisher’s Association which resulted in the agreement of a Code of Practice. The Code commits the publishers to limit the publication of new editions and to maintaining editions of books in print unchanged for at least six years. The publishers have also given assurances that they will sell textbooks to schools at discounts so that schools can purchase textbooks in bulk to stock book rental schemes.

School book rental schemes have an important role to play in reducing the cost of school books for parents. Circa 95% of primary schools and 65% of post-primary schools operate a book rental scheme.

My Department supports the operation of book rental schemes through the funding provided under its school books grant scheme. Under this scheme, my Department provides funding of €16 million annually to all recognised primary and post-primary schools in the free education scheme. In addition €15.7 million seed capital was provided over three years to support the establishment of book rental schemes in primary schools.

One of the actions as part of the Action Plan for Education is to strengthen the focus on reducing school costs for parents by increasing the financial support for book rental schemes, in order to reduce/eliminate school book costs for parents as resources permit.

My Department has published a circular to school authorities and ETBs regarding measures to be adopted by schools to reduce the costs which include the provision of a book rental scheme. The circular can be accessed on my Department’s website at https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0032_2017.pdf.