Written Answers Nos. 132-140
132. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to the progress made in securing a permanent site for a school (details supplied) to accommodate the growth of the school population in 2019 and 2020. [7873/18]
View answerI can confirm that the conveyancing process for the acquisition of the requisite site for the school to which the Deputy refers is at an advanced stage.
The Department has been working through some technical issues associated with the site with the assistance of the vendor and the Local Authority. These are now largely resolved and all parties are working towards the completion of this acquisition at the earliest possible date.
Once the site has been secured, a project to provide permanent accommodation for the school in question will be progressed into the architectural planning process.
133. Deputy Micheál Martin asked the Minister for Education and Skills if, in respect of the award of incremental credit to teachers at second level, relevant non-teaching experience is taken into account; if those teachers who were previously self-employed can be considered for the increment; and if not, his plans to review the provisions to allow for this. [7885/18]
View answerThe criteria for the award of incremental credit to recognised post-primary teachers under Circular 29/2007 were agreed under the auspices of the Teachers Conciliation Council. This Council is comprised of representatives of teachers, school management, the Department of Public Expenditure and Reform, the Department of Education & Skills and is chaired by an official of the Workplace Relations Commission.
The Circular provides that incremental credit may be awarded to teachers in an Oireachtas funded post for previous Relevant Non-Teaching Experience where certain conditions are met, including that the service must have been remunerated under a whole-time contract of employment. This precludes self-employment.
A teacher, whose application for the award of incremental credit in respect of relevant non-teaching service has been refused by my Department, may submit an appeal to an independent appeals board that is established by my Department in accordance with the terms of Agreed Report 10/2000 of the Conciliation Council for Teachers.
134. Deputy Ruth Coppinger asked the Minister for Education and Skills his views on schools charging a compulsory fee for students to participate in transition year (details supplied); and if he will make a statement on the matter. [7903/18]
View answerA key requirement for all recognised schools in the Free Education Scheme, is that the school does not operate a charge, in whatever form, that is in effect a mandatory fee and that is contrary to the principle of not charging fees which distinguishes schools in the Free Education Scheme from those recognised post-primary schools that have elected to charge fees.
Certain charges may, however, be legitimately requested from pupils such as:
- Payment for school books or photocopied material provided by the school where the charge is reasonable and simply reflects the true costs concerned;
- Charges for meals and refreshments provided pupils are not required to purchase same and can bring their own refreshments to school (e.g. lunchbox); or
- Services and activities provided by the school in excess of that included in the general school programme, provided the pupil can elect to avail of such services (e.g. supervised after-school study, school tours, or visits to theatres or sporting events).
While the above is not exhaustive, the key requirement is that a school does not operate a charge, in whatever form, that is in effect a mandatory fee. Voluntary contributions may be sought from parents, provided it is made clear to parents that there is no compulsion to pay and that a child's place in the school or continued enrolment is not dependant on a willingness to make a contribution.
135. Deputy Sean Sherlock asked the Minister for Education and Skills if competitive funding will be made available for initial teacher education in schools of education in HEIs to achieve the objectives of the STEM education policy statement 2017 to 2026. [7904/18]
View answerThe STEM Policy Statement and Implementation Plan, which I launched in November 2017, aims to make Ireland the best in Europe in STEM by 2026. This Policy Statement focuses on the many strengths in STEM education in Ireland while providing a roadmap to address the areas for development.
Achieving our goals will require a multifaceted focus, looking to increase engagement with STEM and progress important curriculum developments, including the redevelopment of the Primary Mathematics Curriculum and introduction of Leaving Certificate Computer Science. It will also require a significant step-up in support to teachers and school leaders and encouragement of innovation in teaching methods. Implementation of STEM policy will be considered as part of the Teaching Council’s review of impact of the reconfigured Initial Teacher Education (ITE) programmes and its Criteria and Guidelines for Programme Providers, which undepin all ITE. We are also looking at measures to increase the supply of STEM teachers. At post primary level, we are considering the introduction of subject quotas in ITE programmes. We are also considering the introduction of “top up” or conversion courses to upskill teachers. I have announced that I want to double the number of places on undergraduate course to train second level teachers, particularly in areas like STEM.
While the focus of the Policy Statement is on STEM from early years through to post-primary level, there are also important developments underway in the higher education sector which support STEM Policy and highlight the importance of alignment in relation to STEM education across the entire education system.
Therefore the Deputy can be assured that every effort will be made to assist schools of education to achieve the initial teacher education objectives of the STEM policy statement.
136. Deputy Tom Neville asked the Minister for Education and Skills his plans to solve the anomaly whereby a family can qualify for family income supplement, but is unable to qualify for a student grant; and if he will make a statement on the matter. [7929/18]
View answerStudent grant applications are means tested on gross income from all sources earned inside and outside the State within a specified reference period. The means test arrangements of the Student Grant Scheme are applied nationally. The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different spending decisions in different households.
Under the terms of the student grant scheme, Family Income Supplement (FIS) is treated as an income disregard and is therefore not included in the calculation of reckonable income. It is also a qualifying payment for the special rate of grant.
The Student Grant Scheme provides for higher income thresholds for larger families. In addition to this, further increases in the income thresholds are provided for where additional family members are attending further and/or higher education at the same time. In this way, the Student Grant Scheme is responsive to the individual circumstances of particular families.
If an individual applicant considers that she/he has been unjustly refused a student grant or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted by the applicant via www.studentgrantappeals.ie outlining the position to the independent Student Grants Appeals Board within the required timeframe.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the college attended.
Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from the Revenue Commissioners at www.revenue.ie.
137. Deputy Thomas Byrne asked the Minister for Education and Skills the status of an application by a school (details supplied) to construct one classroom. [7938/18]
View answerI can confirm to the Deputy that my Department has received an application from the school in question for additional accommodation.
The application will be assessed and a decision will be conveyed to the school authority as soon as the assessment process is completed.
138. Deputy Catherine Murphy asked the Minister for Education and Skills the way in which he plans to support children who are attending primary and secondary schools and are identified as homeless; the supports offered to these children; the way in which these are logged; and if he will make a statement on the matter. [7964/18]
View answer139. Deputy Catherine Murphy asked the Minister for Education and Skills if an individual learning plan strategy to support children who are attending primary and secondary schools and identifying as homeless has been implemented; the supports offered to children; the way in which these are logged; and if he will make a statement on the matter. [7965/18]
View answerI propose to take Questions Nos. 138 and 139 together.
Government policy on homelessness recognises the provision of long term secure housing as the key solution to ending homelessness. The Government has sought to respond to homeslessness in a variety of ways.
Homelessness is of concern to everyone. Any issue which impacts on teaching and learning outcomes in schools is a matter of concern to my Department.
A range of resources are available from my Department to support schools in dealing with identified additional educational needs, including needs which may arise for children who are experiencing homelessness.
Statistics on school attendance are collected by Tusla in accordance with Section 21 of the Education Welfare Act, 2000. The impact of homelessness on school attendance participation and retention is dealt with by Tusla’s Educational Welfare Service. The Action Plan for Housing and Homelessness includes specific actions for delivery by Tusla including:
- Home School Community Liaison and School Completion staff will assist children and families experiencing homelessness to maintain regular school attendance. Children in homeless accommodation will be prioritised within the School Completion Programme for services such as breakfast and homework clubs.
- Additional resources will be put in place to strengthen inter-agency arrangements with Tusla including family Support, Social Work and Education Welfare. Tusla will appoint specific staff to assist in accessing requisite family support and child welfare services and managing any difficulties that arise for children in relation to school participation;
- A joined-up approach will be promoted between education, health and Tusla to meet the needs of homeless families, by using the existing Children and Young People’s Services Committees
- Access to free public transport will be provided for school journeys and outings away from the emergency accommodation.
The staff of schools are very sensitive to the needs of children who are experiencing disruption in their lives and make every effort to support the additional needs they experience. Where they are aware of homelessness and where it is impacting on school attendance and participation they engage closely with the Educational Welfare Service of Tusla and with the support services of my own Department and in particular those of the National Educational Psychological Service which I have strengthened in the past year.
Identification of Need and Early Intervention and Prevention Strategies are considered key components to supporting children who experience homelessness. The National Educational Psychological Service (NEPS) works with schools through the DES Continuum of Support framework. NEPS psychologists can provide advice and guidance to Principals and teachers in relation to individual students needs and in the development of whole school approaches to support inclusion, participation and integration.
Students facing homelessness may have the same emotional needs and learning needs as other students, but the immediacy of those needs is heightened. NEPS supports the role of the school in identifying individual needs and at a systems level in the development of a culture and environment which supports connectedness and provides structure and stability, key elements which underpin learning and opportunity.
The Professional Development Service for Teachers (PDST) Wellbeing Team provides a comprehensive programme of supports for teachers in the delivery of the SPHE curriculum where the issue of homelessness is dealt with under the "Myself and the Wider World” strand.
DEIS is the main policy initiative of my Department to tackle educational disadvantage. DEIS Plan 2017 sets out my Department’s vision for future intervention in this critical area of education policy. Schools may use DEIS supports to meet the additional identified needs that may arise for pupils experiencing homelessness.
140. Deputy Catherine Murphy asked the Minister for Education and Skills the status of the review of the programme for capital expenditure in 2018 and 2019 in the context of all schools building projects in north County Kildare; the timeframe for the progression of projects; the status and-or the stage of the process schools are at; the level of progression in projects, by school, in tabular form; and if he will make a statement on the matter. [7969/18]
View answerMy Department’s review of its programme for capital expenditure in 2018 and 2019 involving the scheduling of projects that are advancing to construction is currently ongoing and will be concluded shortly. The overall capital allocation available to the school sector in 2018 amounts to €570 million and will be expended primarily on the provision of essential school accommodation.
My Department’s capital programme continues to address the challenges posed by a rapidly-increasing school population. This has seen a significant expansion in the rate of provision of new school places and this puts a high demand on the Department's capital budgets. Since 2011, some 340 major school projects and over 120,000 new and replacement places have been provided.
To meet this demographic challenge, my Department’s Capital Investment Programme (2016-2021), details the school projects that are being progressed through the architectural planning process. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified. Details of such funding approved in all schools, including those in County Kildare, is available on my Department's website www.education.ie which is updated regularly.
The current status of the 29 school building projects in County Kildare that are included on my Department's 6 Year Capital Programme is outlined in the table.
Capital Programme – Major projects being progressed
|
County |
Roll No |
School Name |
School type |
Status |
|
Kildare |
16706G |
St Joseph’s NS, Kilcock |
Primary |
Stage 2B |
|
Kildare |
70680U |
St Conleth’s VS, Newbridge |
Post-Primary |
Under construction |
|
Kildare |
70700A |
Maynooth Post Primary School |
Post-Primary |
Under construction |
|
Kildare |
76193Q |
New Maynooth Community College |
Post-Primary |
Under Construction |
|
Kildare |
19277A |
St Anne’s Special School, The Curragh |
Special School |
Stage 2A |
|
Kildare |
19675N |
St Brigid’s NS, Kilcullen |
Primary |
Completed |
|
Kildare |
76194S |
Naas Community College |
Post-Primary |
Stage 2B |
|
Kildare |
76253I |
Celbridge Community School |
Post-Primary |
Early Architectural Planning |
|
Kildare |
20257C |
Scoil Naomh Padraig, Celbridge |
Primary |
Early Architectural Planning |
|
Kildare |
15957D |
Rathangan BNS |
Primary |
Substantial completion |
|
Kildare |
61702D |
St Paul’s Post-Primary School |
Post-Primary |
Stage 2B |
|
Kildare |
15040T |
Mercy Convent, Naas |
Primary |
Under construction |
|
Kildare |
18288B |
Scoil Mhichil Naofa, Athy |
Primary |
Stage 2B |
|
Kildare |
20428D |
Gaelscoil Mhic Aodha, Kildare Town |
Primary |
Under construction |
|
Kildare |
19796C |
St Patrick’s NS, Clane |
Primary |
Stage 2B |
|
Kildare |
15769C 16707I |
Scoil Eimhinn Naofa & St Peter’s NS, Monasterevan |
Primary |
Stage 2B |
|
Kildare |
17341U |
Maynooth BNS |
Primary |
Stage 2B |
|
Kildare |
17872F |
St Conleth’s & St Mary’s, Newbridge |
Primary |
Stage 2B |
|
Kildare |
17873H |
St Conleth’s Infant School |
Primary |
Stage 2B |
|
Kildare |
17254C |
St Corban’s BNS |
Primary |
Early Architectural Planning |
|
Kildare |
18988G |
St Raphael’s Special School |
Special School |
Site required |
|
Kildare |
19455W |
St Mark’s Special School, Newbridge |
Special School |
Early Architectural Planning |
|
Kildare |
20292E |
Maynooth ETNS |
Primary |
Stage 2(b) |
|
Kildare |
61690W |
Cross & Passion, Kilcullen |
Post-Primary |
Early Architectural Planning |
|
Kildare |
70650L |
Athy Community College |
Post-Primary |
Early Architectural Planning |
|
Kildare |
70720G |
St Farnan’s Post-Primary School |
Post-Primary |
Early Architectural Planning |
|
Kildare |
13902O |
Hewetson NS |
Primary |
Early Architectural Planning |
|
Kildare |
61681V |
Patrician Post-Primary, Newbridge |
Post-Primary |
Early Architectural Planning |
|
Kildare |
61730I |
St Mary’s Girls Post-Primary School, Naas |
Post-Primary |
Early Architectural Planning |
