Written Answers Nos. 170-182
170. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter (details supplied) regarding a miscalculated pension; and if he will make a statement on the matter. [38352/18]
View answerAn official from my Department has been in regular contact with the person referred to by the Deputy and has outlined the current position to her in relation to the miscalculation of pension. A repayment plan is in place following agreement with the individual.
171. Deputy Jack Chambers asked the Minister for Education and Skills the status of the new secondary school for the Castleknock and Carpenterstown area in Dublin 15; and if he will make a statement on the matter. [38357/18]
View answerAs the Deputy is aware, a project to deliver permanent accommodation for the new post primary school to serve Castleknock and Carpenterstown is included on my Department's capital programme.
Officials in my Department continue to liaise with officials in Fingal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable location for the school in question and have identified a preferred site option within the relevant school planning areas. Negotiations with the landowner in respect of this proposed acquisition are currently ongoing.
In the interim the school will be accommodated from September 2018 at the former Institute of Horology property, Mill Road, Blanchardstown, Dublin 15 on a temporary basis.
Due to commercial sensitivities relating to site acquisitions generally, the Deputy will appreciate that I am not in a position to provide further details in relation to the permanent site for the school at this time but I can confirm that the school patron is being kept appraised of developments in respect of the site acquisition process.
172. Deputy John Curran asked the Minister for Education and Skills when replacement buildings were first sought for the prefab classrooms being used in a school (details supplied) in Dublin 22; if his attention has been drawn to the poor condition of these prefabs; the stage the current proposals for this school have reached; the timeframe to complete same; and if he will make a statement on the matter. [38379/18]
View answer173. Deputy John Curran asked the Minister for Education and Skills when replacement buildings were first sought for the prefab classrooms being used in a school (details supplied) in Dublin 22; if his attention has been drawn to the poor condition of these prefabs; the stage proposals for this school have reached; the timeframe for same; and if he will make a statement on the matter. [38380/18]
View answerI propose to answer Questions Nos. 172 and 173 together.
The major building project referred to by the Deputy relates to both the Junior School and Senior School in question.
A brief was prepared by the Planning and Building Unit of my Department to extend and refurbish both schools as a single building project and a Design Team was appointed in January 2014.
The major building project for the schools is currently at an advanced stage of architectural planning, Stage 2(b), Detailed Design which includes the application for statutory approvals and the preparation of tender documents.
All Statutory Applications including Planning Permission, Fire Safety Certification and Disability Access Certification have been secured.
The Design Team is currently working on completion of the Stage 2(b) submission, which includes the latest Departmental Technical Guidance Document TGD 033, Compliance with Part L of the Building Regulations, (NZEB).
Upon receipt and review of the Stage 2(b) Submission, my Department will revert to the Board of Management of the schools with regard to the further progression of the project at that time.
This major building project is included on the Department’s 6 year Construction Programme 2016-21.
174. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the current and planned investment in mental health counselling at primary level; and if he will make a statement on the matter. [38397/18]
View answerWithin my Department’s Action Plan for Education in 2016/19 mental health and well-being promotion is afforded a high priority and is one of the key goals. My Department is strongly supportive of the promotion of positive mental health awareness in both primary and post-primary schools. The Department adopts a holistic and integrated approach to supporting schools in promoting positive mental health and to supporting those with a broad range of problems including behavioural, emotional and social.
To support this holistic approach my Department has published a Well-being Policy and Framework for Practice (2018-2023) for all schools which will inform how schools can promote student well-being. It is the Department’s aim that by 2023 all schools and centres for education will have embedded a dynamic Well-being Promotion Process which promotes a whole school preventative approach to the promotion of well-being with interventions at both universal and targeted levels. This approach is the most beneficial evidence informed approach for schools in the promotion of mental health and the support for students with mental health difficulties. The Well-being Policy includes an Implementation Plan with seven high level actions to support the realisation of the policy. Actions 2, 3 and 4 below focus on the need for the training of teachers which will include work with schools to ensure those students with most needs, including mental health needs, receive the highest level of support. It is intended to:
- Plan and provide for the national roll-out of a professional development process to facilitate all schools and centres for education to engage with and embed a Well-being Promotion Process which builds professional capacity and collaborative cultures in schools from 2018-2023.
- Provide for an aligned, comprehensive and easily accessible programme of support for all schools and centres for education to address school-identified Well-being Promotion Needs.
- Consider how the system is meeting current and future teachers’ learning needs relating to well-being promotion.
Support for implementation of the national Well-Being in Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention (2013) is also encompassed within the Well-being Policy and Framework for Practice implementation.
Responsibility for provision of mental health services and counselling for young people lies with the Department of Health and the Health Service Executive. Schools are advised to identify supports and services that are available in their community, build relationships and agree referral pathways for students needing referral. The National Educational Psychological Service (NEPS) provides psychological support and engages in collaborative work helping school staff in how to access appropriate mental health services. Psychologists support schools in connecting with Primary Care Psychology Services and Child and Adolescent Mental Health services in relation to individual children and young people with mental health needs. Psychologists support and encourage the establishment of referral and communication protocols between education and health services at local level and work with others to develop community based mental health promotion strategies.
NEPS also provides guidelines and resource materials for schools to enable them to deal with certain traumatic events which can adversely affect students and school staff. The guidelines responding to Critical Incidents: Guidelines and Resource Materials for Schools (2016) refer to preventive approaches that schools can adopt in creating a safe and supportive environment. It also outlines how schools can plan for crises. The publication provides support to schools at a potentially overwhelming time with practical step-by-step guidance for teachers and principals on how to respond when a tragedy occurs. The guidelines focus on alerting schools to planning processes, structures and actions which will better allow them to cope with a traumatic incidents such as suicide or suspected suicide, murder, accidental death including road traffic accidents and drowning, and death through illness of members of the school community. In relation to suicide, advice is also given on prevention and positive mental health stratagems and approaches. NEPS psychologists will also, at the specific invitation of school authorities, attend at the schools immediately following such incidents to offer direct advice and assistance to school staff and students.
A Well-being Steering Committee is overseeing the implementation of the Well-being Policy Statement and Framework for Practice within my Department. It examines issues in relation to the co-ordination and aligning of the range of supports provided to schools in regard to well-being and mental health promotion. This involves coordinating the liaison with other Departments and Government agencies.
The Policy includes a Well-being Implementation Plan and significant resources have been committed from a number of sections of the Department. NEPS capacity to enhance educational psychological service to schools has been increased through the appointment of an additional 10 educational psychologists in the last academic year and a further 10 psychologists in 2018/19. The focus of part of this additional support, in the context of primary schools, is on extending the delivery of training in the Incredible Years Teacher Classroom Management Programme (IYTCM) and the Friends programmes to teachers in DEIS schools. IYTCM aims to reduce behavioural difficulties and strengthen social and emotional competence in primary school-age children. The Friends Programme, when delivered by trained teachers, reduces anxiety and promotes coping, resilience and school-connectedness in young people thus promoting mental health.
The Department also works with the Department of Health to promote participation by primary and post-primary schools in the Health Promoting Schools initiative, which is supported by the Health Service Executive. This European-wide programme aims to strengthen schools' capacity to be a healthy setting for learning and working by focusing on whole-school level conditions that affect health and well-being of children and young people.
Finding new ways of tackling policy issues that are not the sole responsibility of any one Government Department or agency has been prioritised by Government. My Department has been involved with the Taskforce on Youth Mental Health as part of the programme for Government. One of the challenges of providing a coordinated, streamlined approach to mental health promotion is the fact that there are so many statutory and voluntary agencies/services/NGOs involved. The Task Force was established to produce a series of action-focused recommendations to improve youth mental health. The main areas of focus comprised: emotional literacy and reduction of stigma; awareness of services and supports; accessibility to services and supports across different settings; alignment of services and supports across different providers; and building capacity in local communities. The report has been published and a memorandum has been agreed the Government.
The work of implementing the Taskforce recommendations will be linked with the Youth Mental Health Pathfinder Project. Youth mental health and suicide prevention is one of three Pathfinder Projects under Action 5 of the Civil Service Renewal Plan (2014) and agreed by the Civil Service Management Board. This Youth Mental Health Pathfinder Project is an initiative to innovate and improve whole-of-Government working on cross-cutting policy issues and improve the delivery of shared whole-of-Government projects. The aim is to strengthen management and accountability of cross-cutting projects that involve multiple Departments, Offices and Agencies and ensure that policies that are not the priority or responsibility of a single body are effectively managed, supported and resourced.
175. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of each new school build and school extension in progress across south County Kildare; and if he will make a statement on the matter. [38399/18]
View answerIn line with the ongoing review of school planning areas generally, the Department is reviewing provision at post-primary level across the school planning areas in South Kildare and this review is due to be completed in October. It will include an assessment of the extent to which projected needs in the area will be met from the additional capacity being provided by the projects already approved and how any specific additional needs will best be catered for, recognising the importance of maintaining a balance between existing and any additional school provision.
Information in relation to the current status of all school building projects in County Kildare is available on my Departments website and this information is regularly updated. For the Deputy's convenience an extract of that information detailing all of the projects underway or planned for County Kildare is attached.
|
Major Projects |
- |
- |
- |
- |
|
202 |
Kildare |
13902O |
Hewetson NS |
Project Brief Stage |
|
203 |
Kildare |
15040T |
Mercy Convent, Naas |
On Site |
|
204 |
Kildare |
15769C & 16707I |
Scoil Eimhinn Naofa & St Peter's NS, Monasterevin |
Stage 2b (Detailed Design) |
|
205 |
Kildare |
16706G |
St Joseph's BNS, Kilcock |
Stage 2b (Detailed Design) |
|
206 |
Kildare |
17254C |
St. Corban's NS, Naas |
Project Brief Stage |
|
207 |
Kildare |
17341U |
Maynooth BNS |
Stage 2b (Detailed Design) |
|
208 |
Kildare |
17872F |
St Conleth's/ St Mary's, Newbridge |
Stage 2b (Detailed Design) |
|
209 |
Kildare |
17873H |
St Conleth's Infant school |
Stage 2b (Detailed Design) |
|
210 |
Kildare |
18288B |
Scoil Mhichil Naofa, Athy |
Stage 2b (Detailed Design) |
|
211 |
Kildare |
18988G |
St Raphael's Special School |
Site Acquisition Process |
|
212 |
Kildare |
19277B |
St Anne's Special Sch, Ballymany Cross, Curragh |
Stage 2a (Developed Sketch Scheme) |
|
213 |
Kildare |
19455W |
St. Mark's Special, Newbridge |
Project Brief Stage |
|
214 |
Kildare |
19796C |
St Patrick's BNS, Clane |
Stage 2b (Detailed Design) |
|
215 |
Kildare |
20257C |
Scoil Naomh Padraig, Celbridge |
Site Acquisition Process |
|
216 |
Kildare |
20292E |
Maynooth ETNS |
On Site |
|
217 |
Kildare |
61681V |
Patrician Post Primary, Newbridge |
Project Brief Stage |
|
218 |
Kildare |
61690W |
Cross & Passion Secondary School, Kilcullen |
Project Brief Stage |
|
219 |
Kildare |
61702D |
St Pauls' Secondary School, Monasterevin |
Stage 2b (Detailed Design) |
|
220 |
Kildare |
61730I |
St. Mary's Girls Post Primary, Naas |
Project Brief Stage |
|
221 |
Kildare |
70650L |
Athy Community College |
Project Brief Stage |
|
222 |
Kildare |
70680U |
St. Conleth's Vocational School, Newbridge |
On Site |
|
223 |
Kildare |
70700A |
Maynooth PP, Moyglare Rd, Maynooth |
On Site |
|
224 |
Kildare |
70720G |
St Farnan's Post Primary, Prosperous |
Project Brief Stage |
|
225 |
Kildare |
76193Q |
Maynooth Community College |
On Site |
|
226 |
Kildare |
76194S |
Naas Community College |
Stage 2b (Detailed Design) |
|
227 |
Kildare |
91614B |
Celbridge Community School |
Site Acquisition Process |
|
Additional Accommodation |
- |
- |
- |
- |
- |
|
Kildare |
13902O |
Hewetson NS, Millicent, Clane |
1 x 80m2 m/s classroom & 1 x wc for assisted users |
DESIGN STAGE |
2015 |
|
Kildare |
16845U |
Rathcoffey NS |
2 classroom 183m2 and conversion of existing to multipurpose room |
DESIGN STAGE |
2015 |
|
Kildare |
17787O |
SN Colmcill Naofa, Moone, Athy |
1 x 80m2 mainstream classsroom with assisted users toilet & 1 x 15m2 SET room |
DESIGN STAGE |
2017 |
|
Kildare |
18096P |
Coill Dubh NS, Naas |
2 x 80m2 classrooms |
ONSITE |
2014 |
|
Kildare |
18096P |
Coill Dubh NS, Naas |
2 x 80m2 classrooms & refurb to create 2 ASD Classrooms |
ONSITE |
2018 |
|
Kildare |
18644U |
Straffan National School, Straffan |
4 x 80m2 mainstream classrooms & wc for assister users & stairs |
ONSITE |
2015 |
|
Kildare |
18650P |
Newtown NS, Enfield |
4 x 80m2 Mainstream Classrooms with en-suite toilets, 2 x 15m2 SET Rooms & Assister Users WC |
DESIGN STAGE |
2018 |
|
Kildare |
19452Q |
Scoil Mhuire Senior School, Ballymany, Newbridge |
2 x 80m2 & 4 x 16m2 Resource room & 1 x 16m2 WC for assisted users |
ONSITE |
2014 |
|
Kildare |
19550Q |
Scoil Mhuire JNS, Ballymany |
2 Classroom SNU @ 470m2 |
ONSITE |
2014 |
|
Kildare |
19675N |
Scoil Bhride, Kilcullen |
1x80m2 mainstream, en-suite toilets and WC for assisted users. |
DESIGN STAGE |
2018 |
|
Kildare |
61661P |
Salesian College, Celbridge |
2 Classroom Base SNU |
DESIGN STAGE |
2015 |
|
Kildare |
61691B |
Scoil Dara, Kilcock |
5 x 58.5m2 Mainstream Classrooms, 5 Standard WC's & 1 x 10.5m2 Assisted Users WC, 2 Science Labs & Prep Area (217m2)& 1 x 119m2 Arts & Crafs Room (Prefab Replacement) 4 x 58.5m2 Mainstream Classrooms & 4 Standard WC's |
DESIGN STAGE |
2018 |
|
Kildare |
61730I |
St. Mary's College, Naas |
1x100m2 Science Lab and 1x58m2 Technical Graphics(DCG) Room |
DESIGN STAGE |
2017 |
|
Kildare |
68077S |
Ardscoil na Trionide, Athy |
5 x general classrooms and ASD unit 552m2 |
ON SITE |
2014 |
176. Deputy Catherine Murphy asked the Minister for Education and Skills if persons in direct provision are classified as international students for fees in the context of completing the leaving certificate and progressing to third-level education here (details supplied); and if he will make a statement on the matter. [38411/18]
View answerAccess to PLC provision for eligible international protection applicants is subject to the payment of the full economic fee. This is broadly in line with arrangements in the higher education sector. Arrangements in relation to payment of the full economic fee for international protection applicants have not changed since 2001. PLC colleges are responsible for collecting the fee.
More broadly, the Government decision to opt in to the EU (recast) Receptions Conditions Directive (2013/22/EU) has given international protection applicants, who have been waiting 9 months or more for a first instance recommendation, access to all aspects of further education and training. While this modifies some of the earlier arrangements regarding access, it does not change the situation regarding the payment of the full economic fee for PLC programmes.
177. Deputy James Browne asked the Minister for Education and Skills the position regarding the development of a primary school building for a school (details supplied) in County Wexford; and if he will make a statement on the matter. [38413/18]
View answerAs the Deputy is aware, the project to which he refers was announced as part of my Department's Six Year Capital Programme in 2015.
Officials in my Department are working closely with officials from Wexford County Council under the Memorandum of Understanding in relation to the acquisition of a suitable permanent location for Wexford Educate Together NS.
A potential site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site.
Due to commercial 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.
178. Deputy Charlie McConalogue asked the Minister for Education and Skills if the allocation of a second school bus route will be ensured for students attending schools (details supplied) in order to accommodate the 31 eligible students who are without transport; and if he will make a statement on the matter. [38419/18]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
In the 2017/18 school year over 117,000 children, including over 12,000 children with special educational needs, were 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.
Children who are eligible for school transport and who have completed the application process on time have been accommodated on school transport services for the current school year where such services are in operation.
A number of children who are eligible for school transport from the area referred to by the Deputy were late in submitting their payment details and the service is now operating to capacity.
The terms of the School Transport Schemes are applied equitably on a national basis.
179. Deputy Mattie McGrath asked the Minister for Education and Skills if one release day per week will be allocated to all teaching principals to help alleviate their workload; if his attention has been drawn to the difficulties for principal teachers in terms of the extra demands and workloads put on them over the past decade; if national clusters of panels will be created that will cover such release time to ensure consistency of curriculum delivery; his plans to address the matter; and if he will make a statement on the matter. [38470/18]
View answerBuilding 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 has provided 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 current school year. This measure will assist teaching principals to more effectively plan their release days for the benefit 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). In addition, 400 Deputy Principal positions were created at post-primary level.
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.
Enabling teaching principals to have one release days per week would cost approximately €12 million per annum. 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.
180. Deputy Róisín Shortall asked the Minister for Education and Skills the expenditure savings earmarked for his Department for 2019 that are not accounted for in the mid-year expenditure report or are not included in the fiscal space calculations for 2019. [38484/18]
View answerThe Mid-Year Expenditure Report (MYER) set out the starting baseline in relation to the gross voted expenditure for 2019. As outlined in the MYER, the technical pre-Budget position for current expenditure is the current expenditure allocation for this year set out in REV 2018 plus an additional allocation for certain demographic pressures and the Department's share of unallocated carryover costs relating to 2018 measures. This pre-Budget position will be adjusted to reflect the allocation to the Department of a central provision in relation to the Public Service Stability Agreement.
The capital ceiling set out in the MYER is consistent with the ceiling for 2019 published in the National Development Plan.
The figures set out in the MYER do not include expenditure savings targets specifically earmarked for my Department. However, as usual as part of the Estimates process, my Department will be examining the allocations across its programme areas, including taking into account expenditure trends in 2018, to identify how services can be delivered within the overall fiscal parameters for 2019.
181. Deputy Róisín Shortall asked the Minister for Education and Skills the steps he is taking to address the situation of pay inequality for new teachers; if this matter will be addressed in budget 2019; and if he will make a statement on the matter. [38545/18]
View answerThe public service agreements have allowed a programme of pay restoration for public servants to start. I negotiated, together with my colleague the Minister for Public Expenditure and Reform, a 15-22% pay increase for new teachers.
As a result of these changes, from 1 October 2018 the starting salary of a teacher will be €36,318, and from 1 October 2020 onwards will be €37,692.
Section 11 of the Public Service Pay and Pensions Act 2017 provides that “the Minister [for Public Expenditure and Reform] shall, within three months of the passing of this Act, prepare and lay before the Oireachtas a report on the cost of and a plan in dealing with pay equalisation for new entrants to the public service.”
The report laid before the Oireachtas on foot of this provision by the Minister for Public Expenditure and Reform 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.
The matter of new entrant pay is a cross sectorial issue, not just an issue for the education sector alone. The Government 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.
On Monday 24th September, I welcomed, together with the Minister for Public Expenditure and Reform, the outcome of discussions between public service employers and the public services committee of ICTU in respect of new entrant pay.
This agreement will benefit 16,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants at points 4 and 8 of their scale.
For example, a teachers hired in September 2011 would see their salary increase from €45,200 in September 2018 to €53,062 in September 2020 under the PSSA agreement and the recent outcome of the new entrant pay talks.
182. Deputy Alan Kelly asked the Minister for Education and Skills if Ministers, ministerial advisers or officials in his Department have ever used private email to communicate on departmental issues between one another or with other persons or organisations; if so, the reason; if so, if he will publish these emails; and if he will make a statement on the matter. [38550/18]
View answerI would like to refer the Deputy to a parliamentary question I responded to on the 13th December 2016 tabled by Mr. John Brady, T.D. (PQ ref: 39582/16).Since late 2016 I have only used dedicated Department email addresses to communicate official Department business.
I have consulted with the Ministers of State and the special Advisers at my Department and they have confirmed that they have only used Department email addresses when conducting their official functions.
My Department does have an Information and Communications ICT Usage Policy which highlights for staff the need for email security. All staff members have to sign up to the policy and all new staff are provided with a copy of the policy as part of their induction material and are expected to comply with this policy.
