Written Answers Nos. 212-228
212. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills if there has been a fall of some 10% in the numbers of vision impaired or blind persons going on to higher education; and if so, the steps he is taking to establish the cause of this decrease and to rectify the situation in view of the 84% unemployment rate among those that are vision impaired or blind. [30311/18]
View answerThe number of students with disabilities in higher education is derived from the number of higher education students in receipt of the Fund for Students with Disabilities (FSD). The figure for 2016/17 of students that are blind or that have a visual impairment represents a 20% increase from the figure recorded in 2011/12.
The National Access Plan for Equity of Access to Higher Education 2015-2019 (NAP) was launched in December 2015, and aims to ensure that the student body entering, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. Students that are blind or visually impaired are specifically identified as a target group within the NAP. A target of 200 students that are blind or visually impaired participating in higher education has been set for 2019 in the NAP.
While a progress review of the NAP is currently underway which will assess progress towards targets, evidence from the data on the FSD already suggests that this target has been achieved. In 2016-17 there were over 174 students who are blind or visually impaired supported by the FSD and provisional data indicates that over 200 students have been supported by the Fund in the academic year 2017-18.
It is expected that the measures that have been implemented through the Plan, including the Programme for Access to Higher Education (PATH) and work to advance the recommendations of the Review of the Fund for Students with Disabilities (FSD) have assisted in the realisation of this target.
There are other steps taken to improve participation in higher education by students that are blind or that have a visual impairment. The Disability Access Route to Education (DARE) is a third level alternative admissions scheme for school leavers whose disabilities have had a negative impact on their second-level education. DARE offers reduced points places to school leavers with a disability under the age of 23. Students with sensory disabilities, including students that are blind or visually impaired, are prioritised for reduced point’s places.
Each higher education institution offers a range of post-entry supports to students with disabilities. Supports include a dedicated disability officer, assistive technology, examination accommodations and tailored induction programmes.
213. Deputy Jack Chambers asked the Minister for Education and Skills if his attention has been drawn to the shortage of ASD unit places in primary schools (details supplied) in Dublin 15; his plans to address the matter; and if he will make a statement on the matter. [30321/18]
View answerMy Department's policy is to provide for the inclusive education of children with special educational needs, including Autism, in mainstream school settings, unless such a placement would not be in the best interests of the child concerned, or the children with whom they will be educated.
The National Council for Special Education is responsible, through its network of Special Needs Organisers, for the development and delivery and co-ordination of education services to children with Special Educational Needs, including the establishment of special classes.
Enrolment in a special class should only be considered where it has been demonstrated that a student requires the support of a special class because he/she is unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
In order to access a special class a student must have a report from a relevant professional stating that:
- S/he has a disability in line with the designation of the special class in question and
- S/he has complex learning needs that require the support of a special class setting and the reasons why this is the case.
The NCSE is aware of emerging need in Dublin, from year to year, and where special provision is required it is planned and established to meet that need.
There are 37 special schools and 218 special classes attached to mainstream schools in Dublin. Of these, 18 are ASD early intervention classes, 124 are primary ASD classes and 36 are post primary ASD classes. The number of ASD special classes in Co. Dublin have increased from 66 in 2011/2012 to 178 in 2017/2018.
The NCSE has informed my Department that to date they have sanctioned 17 new Special Classes in Co. Dublin for 2018/19 school year. This process is ongoing. The NCSE is continuing to work with schools, parents, NEPS, health professionals and other staff who are involved in the provision of services for children with special educational needs in Dublin, to ensure that each child has a school placement appropriate to their needs for the 2018/19 school year and beyond.
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.
My Department has acknowledged that in recent years the establishment of special class provision in some schools and communities has been challenging.
As part of the process of planning for future provision, a number of measures have been included in the Education (Admission to Schools) Bill 2016 to provide certain powers to the NCSE to designate a school placement for a child in circumstances where a child is experiencing difficulties in securing enrolment.
The Bill also proposes powers for the Minister, in certain circumstances, to require a school to open a special class for children with special educational needs. This amendment will give the Minister the power to compel a school to open a special class or classes where the National Council for Special Education has identified a need for such provision within an area.
These proposed measures would further enhance the ability of my Department and the NCSE to plan for special class provision and to address issues in provision that may arise from time in time at local levels.
Guidelines for Boards of Management and Principals of Primary and Post Primary schools contain information on setting up and organising special classes, including information on resources which may be provided to schools to establish special classes are available to download from www.ncse.ie.
214. Deputy Paul Kehoe asked the Minister for Education and Skills the status of an agreement to develop a project (details supplied); and if he will make a statement on the matter. [30330/18]
View answerA copy of a business case in relation to the project referred to by the Deputy has been received and is being considered by my Department.
Funding for such centres in the Education and Training Board sector is approved on the basis that they are self-financing and that their financial activities would be separate from the overall ETB finances.
My Department is considering the business case received and any implications that might arise from it and will engage with the body concerned in relation to same.
215. Deputy Kathleen Funchion asked the Minister for Education and Skills the estimated cost of extending the medical card waiver to all students eligible for concessionary school transport. [30346/18]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 116,000 children, including over 12,000 children with special educational needs, are being transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually at a total cost of almost €190 million in 2017.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. In general, children are eligible for school transport if they meet the distance criteria and are attending their nearest school.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of conditions including the availability of spare seats on an existing service and payment of the annual charge.
The annual charge for school transport services is €100 per annum for primary children and €350 for post primary children with a maximum family charge of €220 for primary children only or €650 overall.
Only children who are eligible for school transport and who hold valid medical cards (GMS Scheme) are exempt from paying the annual charge.
Arising from commitments in the Programme for Government, a review of the Concessionary Charges and Rules element of the School Transport Scheme was undertaken. The review was published in December 2016 and made recommendations on both the charges and the rules element of concessionary school transport.
With regard to the charges for concessionary school transport the recommended course of action was to continue with the current position whereby charges remain in place for those in receipt of concessionary places. I agreed with this recommendation on the basis that those applying for concessionary transport are making a conscious decision to do so, understand that they are not eligible for school transport and understand the implications of this choice at the time of application.
Based on current estimates, it is estimated that the cost of extending the medical card waiver to all children who are currently availing of school transport on a concessionary basis would cost in excess of an additional €2m annually.
The terms of the School Transport Schemes are applied equitably on a national basis.
216. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the steps he is taking to secure a permanent building for a school (details supplied) in order to facilitate the demand for places in Educate Together schools; and when the permanent building to be ready; and if he will make a statement on the matter. [30354/18]
View answerIn relation to the school referred to by the Deputy, a potential school site has been identified and my Department is engaging with the relevant stakeholders with a view to progressing matters.
Once the site for the school has been secured, the project to deliver the school building can be progressed into the architectural planning process.
Due to sensitivities relating to site acquisitions generally, I am not in a position to provide further details at this time but I can assure the Deputy that the school patron will be informed of the proposed location for the school as soon as it is possible to do so.
217. Deputy Dessie Ellis asked the Minister for Education and Skills the availability of non-religious schools in Dublin 9; the capacity and availability in such schools for those that wish to send their children to non-religious schools; and if he will make a statement on the matter. [30396/18]
View answerI wish to advise the Deputy that there are two multi-denominational primary schools in the Dublin 9 area. A new 16 classroom school with special needs unit was constructed in 2016 for Glasnevin Educate Together National School. In addition, the construction of a new 16 classroom school with special needs unit for Gracepark Educate Together National School is included in my Department’s 6 Year Construction Programme. This project is currently at planning permission stage and when planning is received, it will proceed to tender. In the meantime, the school is located in temporary accommodation pending the construction of the new permanent school building.
In relation to school admissions, parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
218. Deputy Dessie Ellis asked the Minister for Education and Skills the status of an emergency works application by a school (details supplied); and if he will make a statement on the matter. [30398/18]
View answerMy Department’s Planning and Building Unit received an Emergency Works Scheme (EWS) Application from the school in question in December 2015. The school authority was requested to scale back the works to repairs only to qualify for consideration under the Scheme. A revised application was not received. It is open to the school to submit a new or revised EWS application and this will be given full consideration by my Department.
219. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the reason the information for the running of a school (details supplied) has not been forthcoming from his Department; and if a direct contact person that can provide the principal with updates as they arise will be appointed. [30402/18]
View answerIt is unclear from the question as to the precise nature of the issue being raised by the Deputy.
However, if the Deputy wishes to provide my Department with more detailed information in relation to the matter, I will consider the issue.
220. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the action being taken about a permanent building for a school (details supplied) which was originally scheduled for September 2019; the new target date for same; and his views on whether it will be achieved. [30403/18]
View answerThe school building project to provide the permanent accommodation for the school referred to by the Deputy is currently in architectural planning under the Department's “Rapid” - Design and Build Programme.
A planning permission to provide temporary accommodation for the school on the permanent site is currently under third party appeal to An Bord Pleanála, the date for decision was previously notified as being 27th June 2018 but has now been extended to the 22nd August 2018.
The school has been informed that until the temporary accommodation can be provided it will remain at its current temporary location from the start of the 2018/19 school year.
The design process for the permanent accommodation is well progressed in preparation for the planning application which will be the next key milestone in the progression of the project. The planning application for the permanent accommodation will be lodged as soon as a decision on the An Bord Pleanála appeal is received. The tender process for the building contractor will also be expedited to ensure that the aim of having the permanent accommodation in place for the 2019/20 school year can be achieved.
221. Deputy John Brassil asked the Minister for Education and Skills if the number of release days for principals will be increased; and if he will make a statement on the matter. [30407/18]
View answerRecently 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 also 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.
222. Deputy Michael Moynihan asked the Minister for Education and Skills the status of an application for a programme by a person (details supplied) in County Cork; and if he will make a statement on the matter. [30416/18]
View answerUnder 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.
Due to obligations under General Data Protection Regulation (GDPR), a temporary pause was recently 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.
The Joint Data Controller Agreement has now been finalised however, and the Assistive Technology application process is now in operation again.
An application for Assistive Technology in respect of the child referred to by the Deputy has been submitted by the school to the NCSE. On receipt of the SENO's recommendation to my Department, the application will be reviewed, and the school will be advised in writing of the decision on same.
223. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of teaching principals in County Kildare; and the schools that have teaching principals. [30420/18]
View answer224. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of teaching principals in County Laois; and the schools that have teaching principals. [30421/18]
View answer225. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of teaching principals in County Offaly; and the schools that have teaching principals. [30422/18]
View answerI propose to take Questions Nos. 223 to 225, inclusive, together.
The Irish education system has certain characteristics that have influenced the evolution of the Principal’s role. The distribution of the population necessitates a relatively large number of small primary schools. In the case of Principals in smaller schools, while management and administration duties may be smaller in scale than those of larger schools, they must be undertaken in addition to their full-time teaching duties.
The enrolment required for administrative principal in ordinary schools, gaelscoileanna and schools in the Gaeltacht is 176 pupils, or 113 if operating a specialist autism unit.
Schools that have less than this enrolment have teaching principals. 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 4,600 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).
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".
Circular 63/2017 was issued by the Department in September 2017 which deals and sets out a leadership and management framework for posts in recognised primary schools.
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.
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.
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.
Attached is the breakdown of the number of teaching principals in primary schools in Kildare, Laois and Offaly, as requested.
Number of schools with teaching principals
|
County |
Number of teaching principals in 2017/18 school year |
|
Offaly |
39 |
|
Laois |
42 |
|
Kildare |
31 |
226. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of school principals that have stepped down over the past five years in County Kildare; and the number that were teaching principals. [30423/18]
View answer227. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of school principals that have stepped down over the past five years in County Laois; and the number that were teaching principals. [30424/18]
View answer228. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of school principals that have stepped down over the past five years in County Offaly; and the number that were teaching principals. [30425/18]
View answerI propose to take Questions Nos. 226 to 228, inclusive, together.
Principal teachers are employed by the managerial authorities of their schools and the information required for their payment on payrolls operated by my Department is provided by them. The information is provided on standardised forms which are completed by authorised representatives in the school.
A Data Protection Privacy Statement is included on these forms. The Data Statement outlines that the main purpose for which my Department requires the personal data provided is the payment of wages. It is also required for the payment of pension at retirement.
The information is retained on databases to ensure the correct payment of the teaching staff paid by my Department and employed in the schools on an ongoing basis.
The information requested by the Deputy could only be obtained from these databases. Statistics broken down by individual counties is not available.
A statistical analysis of the aggregated data requested for voluntary secondary community and comprehensive schools indicated that less than one per cent of individuals who continued in teaching were paid the allowance in one school year and not in the next. The statistics show that all of these Principals were Administrative Principals.
A statistical analysis of the aggregated data requested for primary schools indicated that 2.8% of individuals who continued in teaching were paid the allowance in one school year and not in the next. The statistics also show that 2.6% of these individuals were teaching Principals.
The reasons for individuals whom continue to teach but no longer receive a Principals allowance is not captured by our databases.
