Tuesday, 3 Jul 2018

Written Answers Nos. 180-199

Schools Administration

Questions (180)

Joan Collins

Question:

180. Deputy Joan Collins asked the Minister for Education and Skills the reason for the delay in the response to a query (details supplied). [29147/18]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the school in question contacted my Department in late May indicating that the school would not be proceeding with the project in question. The school confirmed this by letter forwarded by the school principal and received in my Department on 28th June last.

Special Educational Needs Staff Contracts

Questions (181)

Joan Collins

Question:

181. Deputy Joan Collins asked the Minister for Education and Skills if he will address the situation of a SNA (details supplied); his views on whether in cases in which a SNA has had his or her hours cut by a third, the SNA should be able to apply to go on the panel to seek full-time hours elsewhere; and if he will make a statement on the matter. [29155/18]

Written answers

Minister for Education and Skills

The number of SNAs employed in a school depends on the allocation given to the school by the National Council for Special Education (NCSE), based on its assessment of the special educational needs of pupils in the school. This allocation can increase or decrease from year to year depending on a variety of factors, including changes in care needs and changes in the number of pupils in respect of whom an allocation is made. The NCSE is an independent statutory body and the Department therefore has no input into the allocation process to schools.

As part of the Budget 2018 announcements, the Government advised that it was making an additional 1,091 SNA posts available, 800 of which will be allocated to schools for the beginning of the 2018/19 school year. This will bring the total number of SNAs to 15,000, a 42% increase over the 10,575 SNA posts in 2011. This is the largest number of posts that has ever been available for allocation and will ensure that the Department's policy of ensuring that every child who is assessed as needing SNA support will receive access to such support.

There are also supplementary panel arrangements in place to facilitate SNAs made redundant by one employer in filling SNA vacancies that may become available in another school/ETB. These arrangements were agreed between management and staff-side representative bodies and are subject to annual reviews by these parties. The current SNA supplementary assignment panel arrangements for the 2018/19 school year are contained in Circular 34/18 which can be accessed through the following link: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0034_2018.pdf

Every eligible SNA remains on the panel for two years with a view to getting further employment. If they are not successful over that period of time in obtaining a further SNA position then they will be eligible for a redundancy payment in line with the terms set out in the SNA redundancy scheme (set out in Circular 58/06). Furthermore, Circular 58/06 also provides for compensation for the loss of hours to affected SNAs where the NCSE may have reduced an individual schools' allocation of SNA hours.

It should also be noted that the supplementary panel arrangements do not prevent any person, including newly qualified SNAs, from applying for SNA vacancies but employers are obliged to give precedence to applicants who are members of the SNA Supplementary Assignment Panel.

Schools Data

Questions (182, 186)

Joan Collins

Question:

182. Deputy Joan Collins asked the Minister for Education and Skills his views on whether Ireland is five pupils per class above the EU average, OECD 2017, in primary schools; his plans to progress the reduction started in 2018 to meet EU average class sizes of 20; and his further views on whether DEIS school class sizes need to be reduced. [29160/18]

Robert Troy

Question:

186. Deputy Robert Troy asked the Minister for Education and Skills the average class size across primary schools; and his plans to further reduce class sizes across primary schools in line with the EU average of 20. [29203/18]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 182 and 186 together.

In the last two years, we have hired 5,000 additional new teachers.

The Statistics Section of my Department's website contains extensive data relating to class sizes at primary level. The most recent published information relates to the 2016/2017 school year. Statistics in relation to the current school year will be published later this year when the data has been compiled.

Budget 2018 marks the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish education and training service the best in Europe within a decade.

Budget 2018 provides for an additional 1280 teaching posts in the 2018/19 school year. This includes a one point improvement in the staffing schedule in primary schools including DEIS Band 2 and DEIS Rural categories which brings the position to the most favourable ever seen at primary level. These changes will come into effect in September for the 2018/19 school year.

It is expected that this one point improvement in the staffing schedule, when implemented in September 2018, will further improve the overall ratio of teacher to students. The latest figures in relation to pupil-teacher ratio show an improved ratio of teachers to students from 16:1 to 15.7:1 at primary level when comparing the 2015/16 school year to the 2016/17 school year. Average class sizes at primary level improved from 24.9 to 24.7 in the same period.

Question No. 183 answered with Question No. 151.

Gaeltacht Policy

Questions (184)

Joan Burton

Question:

184. Deputy Joan Burton asked the Minister for Education and Skills his plans to revise or reverse mandatory Gaeltacht fees for student teachers; and if he will make a statement on the matter. [29185/18]

Written answers

Minister for Education and Skills

The decision to stop the Gaeltacht placement grants was taken during the economic crisis when, unfortunately, very difficult decisions had to be made to stabilise the nation's finances. Priority was given to protecting resources for front line education services as far as possible.

The Deputy should note that, to assist with the costs of the Gaeltacht placement, students who are in receipt of a student grant which includes a 100% fee grant, or who would have qualified for a full fee grant but for the Free Fees Scheme, can apply for funding towards travel and accommodation costs under the field trip element of a fee grant, subject to the normal terms and conditions of the student grant scheme. Apart from this, in circumstances of particular need, students may apply for support under the Student Assistance Fund. Information in relation to this fund is available through the Access Officer in the third level institution attended.

Budgetary pressures continue to be acute and accordingly, there are no plans to restore this grant at this time.

School Staff

Questions (185)

Joan Collins

Question:

185. Deputy Joan Collins asked the Minister for Education and Skills his views on whether the almost 5,000 middle management posts lost in the recession should now be restored; and the way in which he plans to resolve this issue into the future (details supplied). [29200/18]

Written answers

Minister for Education and Skills

Budget 2017 allowed for the commencement of the restoration of middle management posts as part of an agreed distributed leadership model and meant lifting the rigidity of the longstanding moratorium on these posts at primary and post-primary levels. This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.

€2.75m was allocated in Budget 2017 to restore middle management positions i.e. the equivalent of approximately 1,300 middle management posts (Assistant Principal I and Assistant Principal II) at both Primary and Post-Primary (2,600 in total).

Circular 63/2017 was issued by my Department in September 2017 which sets out a leadership and management framework for posts in recognised primary schools. Flexibility in identifying and prioritising the evolving leadership and management needs of the school, and in assigning and re-assigning post holders to specific roles and responsibilities to meet the evolving needs of a school, is an essential feature of this school leadership model.

The selection and recruitment process is well under way in most of our primary schools and the majority of these new middle management posts will be filled in the current school year.

Budget 2018 made €0.4 million available to fund almost 4600 additional release days for teaching principals in primary schools. This additional funding will see an increase in the number of release days available to teaching principals in the 2018/19 school year to 17, 23 or 29 days depending on the size of the school.

I recently announced an extension to the arrangements for schools with teaching principals to cluster their release days into full-time posts, with one teacher covering the release days of all the schools in the cluster. Up to 50 principal release cluster posts will be put in place for the 2018/19 school year. This measure will assist teaching principals to more effectively plan their release days for the benefit of the school.

The Teacher Allocation section of my Department are currently processing these applications and schools are being notified as the cluster posts are approved.

The lifting of the moratorium is an initial phase in the restoration of middle management posts and any future improvements to the number of posts allocated will be dependent on budgetary demands.

The estimated cost of lifting the moratorium on posts of responsibility and restoring them to pre-moratorium levels would be in the order of €29m.

Question No. 186 answered with Question No. 182.

Minor Works Scheme Payments

Questions (187)

Robert Troy

Question:

187. Deputy Robert Troy asked the Minister for Education and Skills if the level of grant aid received by primary schools will be increased; and if assurances regarding the payment of the minor works grant to schools and the annual timing of the payment will be provided (details supplied). [29204/18]

Written answers

Minister for Education and Skills

I recognise the need to improve capitation funding for schools, having regard to the reductions that were necessary over recent years.

Restoring capitation funding as resources permit is one of the actions included in the Action Plan for Education.

Budget 2018 marked the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and Training service the best in Europe within a decade. In 2018, the budget for the Department of Education increased by €554 million to over €10 billion. Through budget 2017 and Budget 2018, we are now investing €1 billion more in education.

The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016, €5 in 2017 and €5 in 2018, in order to enable primary schools to implement the arbitration salary increase for grant funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation.

The Minor Works Grant was introduced in 1997 and since then has issued to primary schools each school year with the exception of the 2012/2013 school year. The payment of the Minor Works Grant is not confined to any particular date and can be issued during any month of the school year. For the 2002/2003 school year, part of the grant was paid in May 2003, with the balance in October 2003. The grant in respect of the 2017/2018 school year issued in December 2017.

It is intended that the Minor Works Grant in respect of the 2018/2019 school year will issue no later than January 2019.

The rates payable under the Minor Works Grant are €5,500 per school plus €18.50 per mainstream pupil and €74 per special needs pupil attending a special school or a special class. I wish to confirm that the rates of the Minor Works Grant were not reduced in recent years.

My Department recognises the importance of the Minor Works Grant to primary schools. The National Development Plan 2018-2027 signals a gradual ramping up in capital expenditure in the schools sector over the coming years. In that context, and as part of our longer term infrastructural planning, my Department would intend to put the Minor Works Grant on an annual footing and to provide greater certainty to schools on the timing of payments.

School Management

Questions (188)

Robert Troy

Question:

188. Deputy Robert Troy asked the Minister for Education and Skills his plans to restore middle management positions to the primary school network (details supplied); if the posts which were lost will be restored; and if one administrative day per week will be provided for teaching principals. [29206/18]

Written answers

Minister for Education and Skills

Recently published Circular - 40/2018 is available on the Department’s website, which outlines the number of days that teaching principals may take as release time in a school year in order to assist them fulfilling their principal duties. Under these arrangements my Department pays for a substitute teacher to be employed by a school to facilitate administrative functions to be undertaken by the teaching principal.

Building on measures in previous budgets to enhance school leadership, Budget 2018 made €0.4 million available to fund almost 4600 additional release days for teaching principals in primary schools. This additional funding will see an increase in the number of release days available to teaching principals in the 2018/19 school year to 17, 23 or 29 days depending on the size of the school.

Budget 2017 allowed for the commencement of restoration of middle management posts as part of an agreed distributed leadership model and meant lifting the rigidity of the longstanding moratorium on these posts at primary and post-primary levels. This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.

€2.75m was allocated in Budget 2017 to restore middle management positions i.e. the equivalent of approximately 1,300 middle management posts (Assistant Principal I and Assistant Principal II) at both Primary and Post-Primary. (2,600 in total)

Circular 63/2017 was issued by my Department in September 2017 which sets out a leadership and management framework for posts in recognised primary schools. Flexibility in identifying and prioritising the evolving leadership and management needs of the school, and in assigning and re-assigning post holders to specific roles and responsibilities to meet the evolving needs of a school, is an essential feature of this school leadership model.

While the Principal is ultimately responsible to the Board of Management for the management and leadership of the school, the Deputy Principal occupies a position of vital importance within the senior leadership team in each school. The Deputy Principal co-operates with the Principal in the fulfilment of the Principal's role and acts or deputises as the Principal in the Principal's absence.

In relation to the duties assigned to Assistant Principal posts, the Principal following consultation with staff, agree the schedule of duties as best meet the needs of the school. These duties are designed to reduce the workload of the Principal.

The selection and recruitment process is well under way in most of our primary schools and the majority of these new middle management posts will be filled in the current school year, including schools where the Principal is a "Teaching Principal".

I recently announced an extension to the arrangements for schools with teaching principals to cluster their release days into full-time posts, with one teacher covering the release days of all the schools in the cluster. Up to 50 principal release cluster posts will be put in place for the 2018/19 school year. This measure will assist teaching principals to more effectively plan their release days for the benefit of the school.

The Teacher Allocation section of my Department are currently processing these applications and schools are being notified as the cluster posts are approved.

Any additional increase in the number of release days will be considered as part of the next annual budgetary process alongside the many other demands from the education sector.

School Absenteeism

Questions (189)

Robert Troy

Question:

189. Deputy Robert Troy asked the Minister for Education and Skills if he will address issues experienced by schools in securing cover for teacher absences; and if teacher supply panels will be put in place to address these issues. [29207/18]

Written answers

Minister for Education and Skills

In the last two years we have hired 5,000 additional new teachers. It is the case that many teachers who would have been available to carry out substitution work are now gaining permanent and long-term contracts.

I am aware of reports that some schools are experiencing difficulties in finding substitute teachers. In order to ease the situation, in the last school year I suspended the limits that teachers on career break can work as substitutes. Schools were also reminded that, in considering career break applications, the needs of pupils should take precedence and they must take account of the availability of appropriate qualified replacement teachers.

As the Deputy is aware, I recently established the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department. The Group is considering the issues that impact on teacher supply, including: initial teacher education policy, provision, funding and support; data/research requirements; policies and arrangements for schools and teachers that impact on teacher mobility/supply; and promotion of the teaching profession. The Steering Group will oversee a programme of actions according to strict timelines and clear deliverables. In undertaking its task, the Group is cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching profession.

At this point the Steering Group, and the working groups reporting to it, have met on a number of occasions. The Group met again on 29 June and I hope to be in a position to announce further measures in this area over coming months.

A value for money review of the Supply Teacher Scheme was published in July 2006. Following that review, it was considered more cost effective to use the normal substitution arrangements that apply to all other schools to cover sick leave absences rather than retaining the supply panel as then constituted.

Schools Refurbishment

Questions (190)

Maureen O'Sullivan

Question:

190. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the status of a grant for the refurbishment of a school (details supplied). [29213/18]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that my Department is currently in negotiations to purchase the building currently occupied by the school. When ownership transfers to my Department, arrangements to refurbish the building will be initiated. My Department will be in contact with the school authority at that point.

Teachers' Remuneration

Questions (191)

Robert Troy

Question:

191. Deputy Robert Troy asked the Minister for Education and Skills if proposals to end the current pay disparity among primary school teaching staff will be brought forward in budget 2019; and his plans for the pay parity award for all principals. [29216/18]

Written answers

Minister for Education and Skills

The public service agreements have allowed a programme of pay restoration for public servants to start. I, together with my colleague the Minister for Public Expenditure and Reform, negotiated a 15-22% pay increase for new teachers. The agreements to date have restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver convergence of the pay scales at later points in the scale.

As a result of these changes, the current starting salary of a new teacher is €35,958 and from 1 October 2020 onwards will be €37,692.

To have gone further than the pay increases that have been negotiated for 2018 would mean I would have had less money available to hire over 1,000 extra SNAs and over 1,000 extra teachers.

Differential pay scales were introduced by the then Government in 2010. It must be borne in mind that the pay reduction for post-2011 entrants applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service.

In accordance with the Public Service Pay and Pensions Act 2017, the Minister for Public Expenditure and Reform recently laid before the Oireachtas a report on the matter of the pay of new entrants to the public service. The report assesses the cost of a further change which would provide a two-scale-point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for €83 million. The report also acknowledges that during the financial crisis there were policy changes which affected remuneration in different occupations across the public sector (including education). Addressing any issues arising from changes which are not specifically detailed in the report would give rise to additional costs over and above the foregoing figures.

Any further negotiation on new entrant pay is a cross sectoral issue, not just an issue for the education sector. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

The Minister for Public Expenditure and Reform’s report will inform discussion on remaining salary scale issues with the parties to the Public Service Stability Agreement 2018-2020 in accordance with the commitment in the Agreement to consider the issue of newly qualified pay. That process commenced with a first meeting on 12 October 2017. The three teacher unions attended that first meeting. Further talks began on the 27th of April with all public service unions in relation to new entrant pay. Further engagement is being arranged as the parties continue to work through the various aspects of this issue.

In the second report of the Public Service Benchmarking Body (issued in December 2007), the Body evaluated the pay and jobs of 109 grades across the public service, including school Principals. The Body recommended pay increases for 15 grades, including changes to the allowance payable to Principals of primary schools and of small post-primary schools.

Under the Towards 2016 Review and Transitional Agreement 2008-2009, it was agreed that the increases recommended in the second report of the PSBB would be paid as follows:

(a) 5% from 1 September 2008, or where the total increase is less than 5%, the full increase from that date;

(b) The issue of the payment of any balances will be discussed between the parties in the context of any successor to this Transitional Agreement which might be agreed between the Social Partners, or whatever other arrangements may be in place on the expiry of this Transitional Agreement.

The pay terms contained in the Towards 2016 Review and Transitional Agreement 2008-2009 were not implemented due to the State’s worsening financial circumstances. In line with current Government policy, there are no plans to implement the recommendations set out in the second report of the Public Service Benchmarking Body as they apply to any public servant.

School Equipment

Questions (192)

Clare Daly

Question:

192. Deputy Clare Daly asked the Minister for Education and Skills when the National Council for Special Education will have finalised the form for assistant technology to allow it to pass on an application by a person (details supplied) to his Department; and if he will make a statement on the matter. [29246/18]

Written answers

Minister for Education and Skills

Under the Assistive Technology scheme, as set out in my Department's Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. Equipment is provided under this scheme for children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment which they do not already have, or which cannot be provided for them through the school's existing IT provision.

The type of equipment provided under the Assistive Technology scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for students with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.

The National Council for Special Education (NCSE), through its network of Special Education Needs Officers (SENOs), is responsible for processing applications from schools for assistive technology support.

Schools make application directly to the SENO, providing details of the student's special educational needs or disability, including details of the approach taken by the school in making relevant interventions. Professional reports (from psychologists or occupational therapists, for example) must be submitted by the school along with the application. These reports must have a recent and comprehensive professional assessment of the nature and extent of disability, and outline that the equipment is essential for the pupil to access the curriculum.

SENOs will review the application and professional reports, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required: and based on this recommendation, my Department's officials will decide on the level of grant, if any, to be provided. The NCSE operates within my Department's criteria in making such recommendations, as set out in Circular 0010/2013.

Due to obligations under General Data Protection Regulation (GDPR), a temporary pause was applied to the processing of Assistive Technology applications. This pause was necessitated by the sensitive nature of personal data submitted by schools along with applications, and the requirement for a Joint Data Controller Agreement between the NCSE and my Department. Pending this agreement, the application form was unavailable on the NCSE website.

My officials advise that the Joint Data Controller Agreement has now been finalised, the new application form is available on the NCSE website, and that schools may submit applications to SENOs, with a view to having same processed in time for the commencement of the next school year in September.

Apprenticeship Programmes

Questions (193, 194)

Maurice Quinlivan

Question:

193. Deputy Maurice Quinlivan asked the Minister for Education and Skills his plans to address the slow progress in developing and introducing new apprenticeship schemes; if he is satisfied that the support given to organisations developing apprenticeships is adequate; and if he will make a statement on the matter. [29257/18]

Maurice Quinlivan

Question:

194. Deputy Maurice Quinlivan asked the Minister for Education and Skills the average time taken to develop a new apprenticeship programme; and if he will make a statement on the matter. [29258/18]

Written answers

Minister of State at the Department of Education and Skills

I propose to take Questions Nos. 193 and 194 together.

This Government is committed to expanding the apprenticeship model into new sectors of the economy. Arising from our first call for apprenticeship proposals in 2015, eleven new apprenticeships have been developed in a wide range of sectors, including financial services, engineering, ICT and accounting. Further new apprenticeships will get underway later in 2018. Arising from our second call a further 26 new programmes have been approved for further development into national apprenticeships across a wide variety of sectors including construction, engineering, horticulture and agriculture.

I understand from SOLAS, that based on the experience of consortia to date it is estimated that the development of an apprenticeship generally take between 12-15 months. There is evidence to suggest this timescale can be shorter as a number of new apprenticeship programmes approved for development in December 2017 are due for roll out in 2018. Some apprenticeship programmes have taken a longer period of time to advance. Many programmes are still in development and in the pipeline for roll out by 2020.

There are specific and bespoke resources to assist each apprenticeship consortium in both the development and ongoing operational requirements of delivery of the programmes. My Department, its agencies and the Apprenticeship Council are working in close collaboration, with the combined aim of delivering these programmes, to ensure that all possible support and resources are made available to apprenticeship consortia. Members of the Apprenticeship Council and the key stakeholders are continuing to review and assess the apprenticeship infrastructure to continue to support the programmes underway and the expansion planned by 2020.

Schools Building Projects Applications

Questions (195)

Pat Deering

Question:

195. Deputy Pat Deering asked the Minister for Education and Skills if an application by a school (details supplied) has been received for the construction of an extension; if so, the status of the application; and if he will make a statement on the matter. [29309/18]

Written answers

Minister for Education and Skills

The Deputy will be aware that a building project for the school to which he refers is included in my Department's Capital Programme.

My Department is currently finalising the project brief with the aim of progressing the project into the architectural planning process. My Department will be in direct contact with the school when this process has been finalised.

Teacher Recruitment

Questions (196)

Seán Sherlock

Question:

196. Deputy Sean Sherlock asked the Minister for Education and Skills if a person (details supplied) in County Laois who is a registered teacher with conditions can teach. [29313/18]

Written answers

Minister for Education and Skills

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).

The policy of the Department is to ensure, as far as possible, that the Managerial Authorities of Primary and Post Primary schools give priority to unemployed registered teachers who are fully qualified when filling vacant teaching posts.

The Teaching Council is the statutory body for the registration of teachers including the recognition of teaching qualifications. Conditional registration is granted when a registered teacher has not fulfilled all of the Teaching Council’s registration requirements. The condition(s) applied to a teacher’s registration, the mechanisms to address them and the time period afforded are notified to the teacher by the Teaching Council when the teacher registers with the Council.

Special Educational Needs Service Provision

Questions (197)

Michael McGrath

Question:

197. Deputy Michael McGrath asked the Minister for Education and Skills if the case of a person (details supplied) will be reviewed and provision made for the continuation of the person's SNA for the 2018-19 school year; and if he will make a statement on the matter. [29314/18]

Written answers

Minister for Education and Skills

The National Council for Special Education (NCSE) is responsible 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 allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.

In considering applications for SNA support for individual pupils, the NCSE 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.

SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.

My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. In line with this policy, I announced in May 2018 that 800 additional SNAs will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.

By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.

The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.

Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.

Where a school has received its allocation of SNA support for 2018/19, 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. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.

As this question relates to a particular child, I have referred the question to the NCSE for their direct reply.

Special Educational Needs Service Provision

Questions (198)

Clare Daly

Question:

198. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the fact that the sole SNA working in a school (details supplied) has been withdrawn; the reason the SNA service has been withdrawn from the school; if the National Council for Special Education has received an appeal from the school in regard to the matter; if so, if a decision has been made on the appeal; and if he will make a statement on the matter. [29316/18]

Written answers

Minister for Education and Skills

The National Council for Special Education (NCSE) is responsible 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 allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.

In considering applications for SNA support for individual pupils, the NCSE 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.

SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.

My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. In line with this policy, I announced in May 2018 that 800 additional SNAs will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.

By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.

The NCSE have advised that an appeal from this school was received and this appeal will be processed in the usual manner.

As this question relates to a particular school, I have referred the question to the NCSE for their direct reply.

State Examinations Appeals

Questions (199)

Kathleen Funchion

Question:

199. Deputy Kathleen Funchion asked the Minister for Education and Skills if there is provision for students who miss the leaving certificate examinations due to exceptional circumstances to be allowed to resit these examinations without the necessity of repeating the entire year or waiting a year to do so; and if he will make a statement on the matter. [29383/18]

Written answers

Minister for Education and Skills

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded this query to the State Examinations Commission for direct reply.