Thursday, 18 Oct 2018

Scoileanna Gaeilge agus Gaeltachta

Questions (51)

Peadar Tóibín

Question:

51. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna maidir le daoine nach bhfuil Gaeilge acu a earcú i scoileanna Gaeltachta, an bhfuil tomhas déanta ag an Rialtas ar an tionchar atá ag an gcleachtas sin ar an nGaeilge i gceantair Ghaeltachta. [41828/18]

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Written answers

Minister for Education and Skills

Dírítear aird i dTuarascáil an Phríomhchigire (2018) ar chohórt suntasach páistí sna cigireachtaí a rinneadh i scoileanna, sa tréimhse Eanáir 2013 go Meitheamh 2016, nach bhfuil dul chun cinn cuí á dhéanamh acu sa Ghaeilge. Luadh go raibh féidearthacht rímhór ann chun feabhas a chur ar dhifreálú in ábhar an cheachta agus ar dheiseanna breise a chruthú do scoláirí chun an teanga a úsáid. Ní dhearnadh anailís ar leith sa tuarascáil seo, ar na sonraí a bhain le caighdeán na Gaeilge i scoileanna Gaeltachta amháin.

Leantar le tuairiscí cigireachta ar scoileanna Gaeltachta aonair a fhoilsiú ar láithreán gréasáin na Roinne. Sna tuairiscí seo, déantar cur síos ar cháilíocht an teagaisc agus na foghlama gach scoil aonair de réir chomhthéacs sochtheangeolaíoch gach scoile.

Léirigh an 15 cás-staidéir a rinne an Chigireacht i 2014 an tslí ina raibh scoileanna Gaeltachta ag plé le dúshláin éagsúla lena n-áirítear meath ar úsáid na Gaeilge sa Ghaeltacht, éagsúlachtaí maidir lena mhéid ina bhfuil an tumoideachas á chur i bhfeidhm, agus na deacrachtaí a bhíonn ag roinnt scoileanna múinteoirí a earcú a mbíonn dóthain líofachta acu sa teanga chun freastal ar riachtanais foghlaimeoirí agus cainteoirí dúchais Gaeilge araon.

Ar mhaithe le cáilíocht an tsoláthair oideachais trí mheán na Gaeilge i scoileanna Gaeltachta a threisiú agus úsáid na Gaeilge sa Ghaeltacht a leathnú, foilsíodh an Polasaí don Oideachas Gaeltachta 2017-2022 agus tá na gníomhaíochtaí seo a leanas curtha i bhfeidhm:

- Seoladh an Scéim Aitheantais Scoileanna Gaeltachta i mí Aibreáin 2017. Tá 106 bunscoileanna (79%) agus 28 iar-bhunscoileanna (97%) páirteach sa Scéim agus tá fáil acu ar phacáiste tacaíochtaí lena n-áirítear:

- leithdháileadh breise ar uaireanta teagaisc

- forbairt ghairmiúil leanúnach (FGL) soláthraithe ag an gComhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG)

- cuairteanna comhairleacha breise ón gCigireacht

- deontais d’acmhainní trí mheán na Gaeilge.

- Tionscnaíochtaí chun múinteoirí a sholáthar, ina measc tús curtha le dhá chlár nua oideachas múinteoirí trí mheán na Gaeilge - clár Máistreachta páirtaimseartha ar Oideachas trí Mheán na Gaeilge agus Gaeltachta ó Mheán Fómhair 2018 agus clár B.Oid. trí mheán na Gaeilge (bunmhúinteoireacht) ó Mheán Fómhair 2019.

- Tá baill foirne breise curtha ar fáil don chlár oideachas múinteoirí in OÉ Gaillimh, Máistreacht Ghairmiúil san Oideachas (MGO), chun cur leis an soláthar iar-bhunmhúinteoirí agus le hinniúlacht Ghaeilge na múinteoirí sin.

Question: To ask the Minister for Education and Skills if the Government has measured the effect of the practice of recruiting teachers, without Irish in Gaeltacht schools, on Irish in Gaeltacht areas?

Answer: The Chief Inspector’s Report (2018) highlights that, in published inspections carried out during the period January 2013 to June 2016, a significant cohort of children is not making appropriate progress in Irish. A considerable potential for improvement in the differentiation of lesson content and in the need to provide increased opportunities for students to use the language, was noted. In this report, data relating to standards of Irish in Gaeltacht schools was not analysed separately. Inspection reports on individual Gaeltacht schools continue to be published on the Department’s website. These reports describe the quality of teaching and learning of each individual school in accordance with each school’s sociolinguistic context.

The 15 case studies carried out by the Inspectorate in 2014 showed how schools in the Gaeltacht were coping with various sociolinguistic challenges including the decline in the use of Irish in the Gaeltacht, variations in the extent to which immersion education was implemented in schools, and difficulties experienced by some schools in the recruitment of teachers with sufficient proficiency in the language to meet the needs of both learners and first-language speakers of Irish. In order to strengthen the quality of Irish-medium educational provision in Gaeltacht schools and extend the use of Irish in the Gaeltacht, the Policy on Gaeltacht Education 2017-2022 was published and the following actions have been implemented:

- The Gaeltacht School Recognition Scheme was launched in April 2017. 106 primary schools (79%) and 28 post-primary schools (97%) are participating in the Scheme and have access to a package of ongoing supports including:

- additional allocated teaching hours

- continuing professional development (CPD) delivered by An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG)

- additional Inspectorate advisory visits

- grants for Irish-medium resources.

- Teacher supply initiatives including the introduction of two new Irish-medium teacher education programmes, a part-time Masters in Irish-medium and Gaeltacht Education from September 2018 and an Irish-medium B.Ed. programme (primary teaching) from September 2019.

- Additional staffing has been provided for the Professional Masters in Education (PME) teacher education programme in NUI, Galway to increase the supply and Irish-language proficiency of post-primary teachers.

The Chief Inspector’s Report (2018) highlights that a significant cohort of children across inspections carried out in schools, during the period January 2013 to June 2017, are not making appropriate progress in Irish. A considerable potential for improvement in the differentiation of lesson content and the need for increased opportunities for students to use the language was noted. The data relating to standards in Gaeltacht schools in this report was not analysed separately.

Inspection reports on individual Gaeltacht schools, published on the Department’s website, describe the quality of teaching and learning in accordance with each school’s sociolinguistic context.

The 15 case studies carried out by the Inspectorate in 2014 showed how schools in the Gaeltacht were coping with challenges including the decline in the use of Irish, variations in the extent to which immersion education were implemented, and difficulties experienced by some schools in the recruitment of teachers with sufficient proficiency in the language to meet the needs of both learners and first-language speakers of Irish.

In order to strengthen the quality of Irish-medium educational provision in Gaeltacht schools and extend the use of Irish in the Gaeltacht, the Policy on Gaeltacht Education 2017-2022 was published and the following actions have been implemented:

- The Gaeltacht School Recognition Scheme was launched in April 2017. 106 primary schools (79%) and 28 post-primary schools (97%) are participating in the Scheme and have access to a package of supports including:

- additional allocated teaching hours

- continuing professional development (CPD) delivered by COGG

- Inspectorate advisory visits

- grant for Irish-medium resources.

- Teacher supply initiatives including the introduction of two new Irish-medium teacher education programmes, a part-time Masters in Irish-medium and Gaeltacht Education from September 2018 and an Irish-medium B.Ed. programme (primary teaching) from September 2019

- Additional staffing has been provided for the Professional Masters in Education (PME) teacher education programme in NUI, Galway to increase the supply and Irish-language proficiency of post-primary teachers.

State Examinations Appeals

Questions (52)

Niamh Smyth

Question:

52. Deputy Niamh Smyth asked the Minister for Education and Skills the status of plans to reform the State examinations appeals process and point rechecking system in view of a recent court ruling; and if he will make a statement on the matter. [42105/18]

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Written answers

Minister for Education and Skills

I asked my officials to urgently engage with representatives of higher education and the SEC to identify and address the necessary steps arising from the judgement. This group is chaired by the Secretary General of my Department. It has begun its work, with a dedicated focus on reviewing and assessing how the Leaving Certificate examination results, the appeals process, the offer of places and the commencement of the third level academic year must interact with each other in the interests of students. The co-operation and collaboration of all parties is essential to addressing the significant issues arising from this judgement of the High Court.

The State Examinations Commission (SEC) is the independent body responsible for the operation and delivery of the Junior and Leaving Certificate examinations. I am informed by the Commission that it has initiated an urgent review of the timelines for the Leaving Certificate Appeals Process, in line with the work of the aforementioned group, so that the Commission can contribute positively and fruitfully to these ongoing discussions.

This review has arisen in the context of a recent High Court judgement which highlighted a lack of coherence between the date of issue of the outcomes of the Leaving Certificate appeals process and the start of the higher education academic year.

My officials are continuing to engage with representatives from the higher education sector and the SEC to establish where changes can be made to the existing system. Details of any changes that may be made will be made available as soon as possible.

Questions Nos. 53 to 59, inclusive, answered orally.

Access to Higher Education

Questions (60)

Aindrias Moynihan

Question:

60. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to ensure access to further education to leaving certificate students who are in direct provision; and if he will make a statement on the matter. [42042/18]

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Written answers

Minister for Education and Skills

Under the EU (recast) Receptions Conditions Directive which Ireland opted-in to earlier this year, international protection applicants who are waiting 9 months or more for a first instance recommendation from the International Protection Office, now have access to the labour market.

Following the op-in to the Directive, my Department set out arrangements for access to further education and training and higher education programmes. Applicants who have access to the labour market now have access to the full range of programmes in these sectors, including apprenticeships. It should be noted that there is no right to a place on any particular programme and that applications from international protection applicants are assessed in the same way as other applications.

Access to the majority of further education and training programmes is free of charge, but international fees continue to apply for Post Leaving Certificate and higher education courses.

Regarding leaving certificate students, Minister Bruton announced last month the continuation of the Pilot Student Support Scheme for those in the international protection system for the 2018/19 academic year. This pilot scheme was first introduced in 2015/16, and provides supports, including meeting any fee costs, in line with the current Student Grant Scheme. The scheme applies to eligible students pursuing Post Leaving Certificate programmes and undergraduate courses. To qualify for the scheme, applicants need to have spent 5 years in the Irish school system and have completed the leaving certificate.

Schools Building Projects Data

Questions (61)

Mick Wallace

Question:

61. Deputy Mick Wallace asked the Minister for Education and Skills the number of school building projects that have been affected by building contractors running into financial difficulties since January 2018; the names of the schools in each case; and if he will make a statement on the matter. [42114/18]

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Written answers

Minister for Education and Skills

Since the beginning of 2018, 18 school building projects have been affected in respect of two contractors who have encountered financial difficulties. A list of the 18 schools in question is as follows:

County	School	Roll Number
Cork	St Colman’s College, Midleton	71050P
Cork	Coláiste an Chraoibhín, Fermoy	70990M
Kildare	Maynooth Post-Primary School	70700A
Kildare	Maynooth Community College	76193Q
Louth	Scoil Uí Mhuirí, Dunleer	71780G
Carlow	Tyndall College	70420R
Carlow	Carlow Institute of Further Education	76514K
Meath	Eureka Secondary School, Kells	64410F
Wicklow	Coláiste Ráithín, Bray	70821M
Wicklow	Ravenswell Primary School, Bray	07246U
Wexford	Loreto Secondary School	63660A
Dublin	Gaelscoil Bhaile Munna	20015B
Dublin	Gaelscoil Bharra, Cabra	20047O
Laois	Portlaoise Amalgamation	20270R & 20480F
Offaly	Tullamore College	72560C
Wicklow	Arklow Community College	70740M
Wexford	New Ross Jnr & Snr Schools	20481H & 20482J
Louth	Scoil Padraig Naofa, Drogheda	17949O

One of the building contractors in question went into Liquidation; this contractor was involved in 15 of the projects. The other contractor, who was engaged in the other three projects affected, underwent a Company Voluntary Arrangement (CVA) process, which is similar to Examinership.

Of the 18 projects - 8 of the schools are now occupied, 1 is due to be completed by late October/early November 2018, a further 4 schools are due to be completed in late 2018/2019 and 5 of the projects are currently being retendered.

On a small number of projects where the schools are occupied but some site works have yet to be completed, the Design Teams are currently in negotiation with the respective Bondsman with a view to having the works completed as soon as possible.

I would like to assure the Deputy that my Department is committed to achieving the earliest possible completion dates for all the projects concerned.

Schools Site Acquisitions

Questions (62)

Charlie McConalogue

Question:

62. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of the site acquisition to accommodate a campus (details supplied) in Buncrana, County Donegal; the timeline of works to ensure that this school campus is completed as soon as possible; and if he will make a statement on the matter. [41968/18]

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Written answers

All mainstream schools in Galway City and County receive a service from NEPS psychologists based in the Galway Office. While there are currently two psychologist vacancies in this office, all schools continue to have access to support and development, critical incident and advisory support from NEPS and pupil casework via their assigned psychologist or via SCPA. I attach for the Deputy’s information a list of the schools currently receiving the latter. This situation is temporary and replacement staff are currently being sought from recruitment panels administered by the Public Appointments Service. These are expected to be engaged by the end of this calendar year.

My Department remains committed to the maintenance of our educational psychological service and the valuable supports it provides to our schools and would instance the announcement, in the context of last weeks’ Budget, of a further staffing increase of 10 psychologist posts for NEPS as tangible evidence of this ongoing commitment.

List of Schools in Galway City and County currently being provided with assessment service through the Scheme for the Commissioning of Psychological Assessments (SCPA) - October 2018

Roll No.	TYPE	County	School	Address 1	Address 2	Address 3	Address 4	Sch Count
04506F	Primary	Galway	SCOIL NA NGASUR	SCOIL NA NGASUR	UARAN MOR	CO NA GAILLIMHE		1
07455G	Primary	Galway	SCOIL MHUIRE GAN SMAL	BALLYGAR	CO ROSCOMMON			1
08446K	Primary	Galway	SN TULLACH UI CHADHAIN	MAIGH CUILINN	CO NA GAILLIMHE			1
08512U	Primary	Galway	IOMAIR N S	KILLIMOR	BALLINASLOE	CO GALWAY		1
10095T	Primary	Galway	S N NAOMH TREASA	KILLURE	AHASCRAGH	CO GALWAY		1
10863P	Primary	Galway	S N NA COILLE GLAISE	AHASCRAGH	BALLINASLOE	CO GALWAY		1
12706J	Primary	Galway	SN SAILEARNA	INDREABHAN	CO NA GAILLIMHE			1
12946G	Primary	Galway	S N COILM CILLE	ROS-A-MHIL	BAILE NA HABHANN	CO NA GAILLIMHE		1
13365O	Primary	Galway	SCOIL MHUIRE	ORANMORE	CO GALWAY			1
13415D	Primary	Galway	SN TUAIRINI	MAIGH CUILLIN	CO NA GAILLIMHE			1
13856K	Primary	Galway	BUSHY PARK N S	BUSHY PARK	GALWAY			1
14377D	Primary	Galway	S N CILL CONAILL	CILL CONAILL	BEAL ATHA NA SLUAGH	CO NA GAILLIMHE		1
14383V	Primary	Galway	S N PADRAIG NAOFA	BEALACH LIATH	BEAL ATHA GARTA	CO GAILLIMH		1
14590D	Primary	Galway	AINBHTHIN NAOFA	ROSSCAHILL	CO GALWAY			1
15027E	Primary	Galway	S N NA HEAGLAISE	ATHA EASCRACH	BEAL ATHA NA SLUAGH	CO NA GAILLIMHE		1
15071H	Primary	Galway	S N CILLINI DIOMA	LOUGHREA	CO GALWAY			1
15331H	Primary	Galway	S N BAILE NUA	MAIGH CHUILINN	CO NA GAILLIMHE			1
15835M	Primary	Galway	ST BRENDANS N S	LOUGHREA	CO GALWAY			1
16121B	Primary	Galway	ATTYMON N S	ATTYMON	ATHENRY	CO GALWAY		1
16464I	Primary	Galway	CASTLEBLAKENEY N S	CASTLEBLAKENEY	CO GALWAY			1
16750J	Primary	Galway	PAROCHIAL N S	CEARNOG TI NA CUAIRTE	GAILLIMH			1
16762Q	Primary	Galway	S N IDE NAOFA	LOUGHREA	CO GALWAY			1
16982H	Primary	Galway	S N ATH EASCRACH CHUAIN	BEAL ATHA NA SLUAGH	CO NA GAILLIMHE			1
17071R	Primary	Galway	S N BAILE A MHOININ	DROICHEAD	BEIL AN ATHA MHOIR	BALLINASLOE CO GALWAY		1
17198S	Primary	Galway	S N MUIRE GAN SMAL	BEAL ATHA NA SLUAGH	CO NA GAILLIMHE			1
17444H	Primary	Galway	S N SEOSAMH NAOFA	AN CEATHRU BHAN	BAILE ATHA N RIOGH	CO NA GAILLIMHE		1
17485V	Primary	Galway	S N PADRAIG NAOFA	FOTHAINE	ATH EASCRACH	BEAL ATHA NA SLUA	CO NA GAILLIMHE	1
17529P	Primary	Galway	S N IOMAIR NAOFA	BRACKLOON CILL TULCHA	BEAL ATHA N RIOGH	CO NA GAILLIMHE		1
17655U	Primary	Galway	S N CALADH NA MUC	ROS CATHAIL	CO NA GAILLIMHE			1
17668G	Primary	Galway	S N NA BHFORBACHA	AN SPIDEAL	CO NA GAILLIMHE			1
17759J	Primary	Galway	S N BRIGHDE	MIONLOCH	AN CAISLEAN GEARR	GAILLIMH		1
17845C	Primary	Galway	SCOIL MHUIRE	Brierhill School	Brierhill	Galway		1
17980I	Primary	Galway	SCOIL MHUIRE	Ard Aoibhinn	Williamstown	Via Castlerea	Co Roscommon	1
18089S	Primary	Galway	SCOIL NAOMH MHUIRE	AN GHARRAN	ORANMORE	CO GALWAY		1
18097R	Primary	Galway	TOGALA MHUIRE	CILL TULCHA	ATHENRY	CO GALWAY		1
18111I	Primary	Galway	S N GORT NA GAOITHE	GORT NA GAOITHE TUAMARD	BEAL ATHA NA SLUA	CO NA GAILLIMHE		1
18113M	Primary	Galway	S N CILL SOLAIN	KILLASOLAN	CALTRA	BALLINASLOE	CO GALWAY	1
18441G	Primary	Galway	SCOIL NAOMH CHUAN	CILL IOMAIR	BEAL ATHA NA SLUAGH	CO NA GAILLIMHE		1
18514H	Primary	Galway	S N CHOILM CHILLE	BAILE NA HABHANN	CO NA GAILLIMHE			1
19380R	Primary	Galway	St Oliver Plunkett National School	CILE CHOIRIN	BEAL ATHA NA SLUAIGHE	CO NA GAILLIMHE		1
19388K	Primary	Galway	CLONBERNE CENTRAL SCH	CLONBERNE	BALLINASLOE	CO GALWAY		1
19401W	Primary	Galway	S N CAITRIONA SOIS	RENMORE	CO GALWAY			1
19529C	Primary	Galway	SCOIL MHUIRE	MAIGH CUILINN	CO NA GAILLIMHE			1
19770H	Primary	Galway	GURTEEN CENTRAL NS	BALLINASLOE	CO GALWAY			1
19969H	Primary	Galway	SN UI CHEITHEARNAIGH	Céide Ghearrbhaile	Béal Átha na Slua	Co na Gaillimhe		1
19996K	Primary	Galway	ST BRENDANS NS	PORTUMNA	CO GALWAY			1
20000L	Primary	Galway	GALWAY EDUCATE TOGETHER N.S.	THOMAS HYNES RD	NEWCASTLE	GALWAY		1
20115F	Primary	Galway	SCOIL EINNE	AN SPIDEAL	CO. NA GAILLIMHE			1
20123E	Primary	Galway	GAELSCOIL RIABHACH	BAILE LOCHA RIACH	CO NA GAILLIMHE			1
20280U	Primary	Galway	Newtown NS	Newtown	Abbeyknockmoy	Tuam	Co. Galway	1
20371A	Special	Galway	Abálta	6 Cuan Glas	Bishop O'Donnell Rd.	Galway	535.81	1
62880J	Post-primary	Galway	Colaiste Sheosaimh	Gearrbhaile	Beál Áth na Slua	Co na Gaillimhe		1
62890M	Post-primary	Galway	Ardscoil Mhuire	Mackney	Ballinasloe	Co Galway		1
62900M	Post-primary	Galway	Coláiste Mhuire	Ballygar	Co. Galway			1
62990Q	Post-primary	Galway	Dominican College	Taylors Hill	Galway			1
63070C	Post-primary	Galway	St Raphaels College	Loughrea	Co Galway			1
63130R	Post-primary	Galway	Colaiste Chroi Mhuire	An Spideal	Co Na Gaillimhe			1
68285C	Post-primary	Galway	Our Lady's College	Presentation Road	Galway			1
71280J	Post-primary	Galway	St Brigids College	Loughrea	Co Galway			1
76096S	Post-primary	Galway	Merlin College	Doughiska Road	Galway			1
76233C	Post-primary	Galway	Coláiste Bhaile Chláir	Claregalway	Co. Galway			1

School Curriculum

Questions (68)

Mary Butler

Question:

68. Deputy Mary Butler asked the Minister for Education and Skills the reasoning behind the subject of history not being a compulsory subject for the junior certificate; and the reason this decision was taken. [42050/18]

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Written answers

Minister for Education and Skills

One of the key aims of Junior Cycle Reform was to move from a large number of subjects with heavy curricula examined in a traditional memory based way. After a very detailed consultation process the NCCA recommended a new approach:

- limited compulsory subjects around basic literacy and numeracy

- 24 statements of learning

It is important to say that the 24 statements of learning include important elements which cultivate a historical perspective.

The new Junior Cycle Programme has also greatly enlivened subjects with a new emphasis on projects and self directed learning. This new approach is particularly evidence in history which will encourage take up of this lively and attractive subject.

The new approach gives students more choice and options which will be very valuable in their personal development. There will be 21 subjects and numerous short courses when all subjects are rolled out.

When it comes to compulsion it should be said that history prior to the introduction of the Framework for Junior Cycle was only a core subject in voluntary secondary schools (52% of schools). However, it is important to note that currently some 90% of students across all school types choose to study History at Junior Cycle.

A case could be made for compulsion in Science, Foreign Languages, Geography etc which would totally undermine the vision for Junior Cycle reform.

It is questionable the value of conscription when seeking to create the sort of engagement aimed for in junior cycle.

Schools Building Contractors

Questions (69)

Mick Wallace

Question:

69. Deputy Mick Wallace asked the Minister for Education and Skills the due diligence carried out to assess the solvency of main contractors prior to awarding them contracts to construct school building projects; and if he will make a statement on the matter. [42115/18]

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Written answers

Minister for Education and Skills

My Department conducts a number of checks to assess the solvency of main contractors prior to the award of a contract on any school building project. These measures are set out in "Section 3: Assessment Criteria" of the Department's QW1 Suitability Assessment Questionnaire and Declaration, which draws from suitability assessment advice provided in the Department of Public Expenditure and Reform's Capital Works Management Framework.

My Department requests evidence of economic and financial standing criteria in relation to:

- Turnover for the last 3 years

- Banker's Letter in respect of lending facilities and on demand/overdraft facilities

- Professional Indemnity Insurance

- Public Liability Insurance to a minumum level of €6.5m

- Employer's Liability Insurance to a minimum level of €13m

Furthermore, before appointment the contractor will be required to produce evidence of a Performance Bond to the value of 10-12.5% of the contract sum for a duration of cover of 450 days after substantial completion of the project.

All school building projects valued at €20m or above must also be referred to the NDFA for advice in terms of the options for financing and procuring the projects. For these high value projects, the NDFA also conducts financial robustness checks on the prospective building contractor. This involves a detailed financial review of the contractor's audited financial statements and assessment of the contractor's key financial performance metrics including turnover, gearing, liquidity and profitability.

Special Educational Needs Staff

Questions (70)

Kathleen Funchion

Question:

70. Deputy Kathleen Funchion asked the Minister for Education and Skills the reason a school (details supplied) has not had a SENO in place for more than one year; and if he will make a statement on the matter. [41799/18]

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Written answers

Minister for Education and Skills

The National Council for Special Education (NCSE) is responsible, through its network of Special Educational Needs Organisers (SENOs), for fulfilling the functions of the NCSE Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.The NCSE employs SENOs to provide a nationwide system of local services. Each SENO has responsibility for specific schools, primary, post primary and special, within their area. In general, the role of the SENO ensures that a child with special educational needs receives the supports they are entitled to. There are currently 83 sanctioned SENO posts in the NCSE. These include 1 Head of Local Services, 9 Senior SENO posts and 73 SENO posts. Since 2014, the number of SENO posts have increased from 67 to 73 while the NCSE's SENO management structure was strengthened in 2014, with the creation of a new professional post of Head of Local Services to directly manage the SENO grades.

In addition, from 21st March 2017, the Special Education Support Service (SESS), the National Behavioural Support Service (NBSS) and the Visiting Teacher Service for Children who are Deaf/Hard of Hearing and Children who are Blind/Visually Impaired (VTHVI) transferred from my Department to the NCSE and joined with the services already being provided by NCSE’s SENOs and administrative staff to form a new NCSE Support Service. This new service, which significantly increases the NCSE's support service by over 100, aims to develop schools’ capacity to include students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.

Considerations with regard to the full staffing implications which may arise from the amalgamation of these bodies and the incorporation of the new Support Service within the existing NCSE operational structures are ongoing and will be established during the course of the integration of the services.

Consideration regarding new recruitments and the filling of any vacancies will form part of this process.

A list of SENOs and their Contact details by county is available on the NCSE website at http://ncse.ie/seno-contact-list

As the deployment of SENOs at local level is a matter for the NCSE, I have arranged to have your question forwarded to the NCSE for direct reply.

Irish Sign Language

Questions (71)

Clare Daly

Question:

71. Deputy Clare Daly asked the Minister for Education and Skills if the possibility of introducing basic Irish Sign Language skills into mainstream primary schools with a view to broadening use of the language will be examined in view of the passing of the Irish Sign Language Act 2017; and if he will make a statement on the matter. [42022/18]

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Written answers

Minister for Education and Skills

The Act provides inter alia that the Minister will establish a scheme for the provision of Irish Sign Language (ISL) classes for the family of deaf children and education and support for children whose primary language is ISL attending recognised schools; and training for teachers of children who are deaf or hard of hearing.

The redevelopment of the entire primary school curriculum commenced in 2016 but in view of the passing of the Irish Sign Languages Act 2017, ISL is being considered as part of this ongoing process.

Many pupils who are Deaf or hard of hearing are integrated into mainstream classes at primary and post-primary level, while other children may attend special schools or classes. In line with the Act, the Department provides for a range of supports to assist these pupils.

The NCSE's Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents to advise and offer guidance in matters pertaining to the child’s education and overall development. The NCSE also provides funding for individual teachers and whole school staff in mainstream schools, special schools, and special classes to undertake courses in Irish Sign Language.

The Department provides funding to schools for assistive technology, special transport arrangements and enhanced levels of capitation in special schools and in special classes. The Department also provides funding for a weekly home tuition service to provide training in ISL for deaf and hard of hearing children, their siblings and parents.

The 2018 Comprehensive review of the Special Needs Assistant Scheme made a number of recommendations relating to deaf or hard of hearing pupils including provision of qualified assistants in schools and to seek to ensure that there are a sufficient number of educational placements offering ISL training for teachers of such pupils. In line with the review and the requirements of the Act, a scheme will be developed to implement these recommendations.

Supporting Material

School Accommodation Provision

Questions (72)

Catherine Martin

Question:

72. Deputy Catherine Martin asked the Minister for Education and Skills the details of the analysis of the accommodation and condition reports regarding the school buildings element of the pilot school building inventory (details supplied) carried out in County Kildare; his plans to expand this element of the inventory for the rest of the country, particularly in the context of accurately identifying the accommodation capacity of existing schools nationwide; and if he will make a statement on the matter. [42110/18]

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Written answers

Minister for Education and Skills

The pilot inventory referred to by the Deputy was undertaken previously in respect of school buildings in County Kildare and covered two elements: the geographical information system (GIS) and a detailed analysis of the accommodation and condition reports regarding school buildings. My Department has since scaled the GIS element up to national level and the GIS is utilised in my Department's nationwide demographic exercises to determine where new schools are needed at primary and post-primary level across the country. My Department's experience with the accommodation and condition reports was that they were detailed and cumbersome and quickly became out of date, particularly where further work was undertaken in respect of buildings.

As the Deputy may be aware, there will increasing focus on refurbishment and deep energy retrofit of existing schools, which is a key element of the National Development Plan (NDP), and my Department is considering how the energy monitoring usage in schools, as part of our engagement with the Sustainable Energy Authority of Ireland (SEAI), can assist with the prioritisation of needs – effectively acting as a proxy for an inventory of accommodation. My Department is working closely with the SEAI in this regard.

The audit of national sports facilities that is due to be undertaken by local authorities as part of the National Sports Strategy will also assist with building up the national picture on sports facilities in schools. My Department is currently liaising with the Department of Transport, Tourism and Sport in relation to same.

Capitation Grants

Questions (73)

John Curran

Question:

73. Deputy John Curran asked the Minister for Education and Skills if his attention has been drawn to the difficulty smaller schools that do not charge voluntary contributions are having in running their schools on the capitation grant payment further to the increase in the capitation grant payable to schools in budget 2019; his plans to financially assist these schools especially DEIS schools; and if he will make a statement on the matter. [42081/18]

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Written answers

Minister for Education and Skills

I recognise the need to improve capitation funding for schools.

I was pleased to provide for a 5% increase in funding for capitation for primary and post primary schools that will apply from the start of the 2019/20 school year.

I must be prudent in the context of ongoing budgetary pressures and I have to prioritise where it is not possible to do everything that I would like to do in the Education Sector in any one year especially in the light of increasing enrolments.

It is my intention to seek funding for further capitation increases in future budgets.

Under DEIS Plan 2017, DEIS schools are in receipt of a range of supports under the School Support Programme. All DEIS schools receive a DEIS grant to support their pupils in terms of their educational needs. This additional grant is also in acknowledgement that DEIS schools do not have the same capacity to fundraise either from parents or in their communities. The DEIS grant rate was ring-fenced throughout previous Budgets and has never been reduced since its introduction. A total of €16.4 m was issued in DEIS grants for the 18/19 school year, made up of €12.3m to primary schools and €4m to post primary schools.

Voluntary contributions to schools by parents are permissible provided it is made absolutely clear to them that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition and that a child's place in the school or continued enrolment is not dependent on a willingness to make a contribution.

The manner in which voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character. As voluntary contributions are used by schools for many different purposes it is not my intention to seek to abolish them.

The Parent and Charter Bill will provide for parents to be provided better information including in relation to school accounts and the use of voluntary contributions.

Schools Mental Health Strategies

Questions (74)

Maureen O'Sullivan

Question:

74. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the details of the new wellness framework for schools, the skill sets required of teachers involved and the time allocated within the school timetable; and the way in which it is evaluated. [42047/18]

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Written answers

Minister for Education and Skills

As the Deputy may be aware, mental health and wellbeing promotion is afforded a high priority and is one of the key goals within my Department’s Action Plan for Education in 2016/19. My Department is strongly supportive of the promotion of wellbeing in our schools and has a key role to play in the promotion of the wellbeing of children and young people in Ireland, in collaboration with the Departments of Health and Children and Youth Affairs, and with other Government Departments and Agencies.

My Department adopts a holistic and integrated approach to supporting schools in promoting wellbeing and positive mental health. The process spans the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance services, and the interface with other agencies, both nationally and locally.

To support this holistic approach my Department has published a Wellbeing Policy Statement and Framework for Practice (2018-2023) for all schools which will inform how schools can best promote student wellbeing. The policy statement and framework for practice provides an overarching structure encompassing existing, ongoing and developing work in the area of Wellbeing Promotion in schools.

Best practice indicates that schools adopt a whole-school, multi-component preventative approach to Wellbeing Promotion that includes both universal and targeted interventions. A whole-school approach involves all in the school community engaging in a collaborative process to improve areas of school life that impact on wellbeing. This will be achieved through the use of a School Self-Evaluation process taking Wellbeing Promotion as its focus. It will allow schools to benchmark their practice against the statement of effective practice, and identify areas for development, implementation and review. It is envisaged that schools will engage with the statements and adapt and develop the best practice items as they meet the needs in their own school community.

A multi-component approach encourages schools to address areas, not only relating to Teaching and Learning but also relating to culture and environment, policy and planning and relationships and partnerships. These areas are embedded in the Wellbeing Framework for Practice. Working preventatively and providing for both universal and targeted approaches is described as providing a ‘Continuum of Support’. Schools are encouraged to provide supports to promote the wellbeing of all within the school community as well as providing some targeted interventions for children and young people presenting with vulnerabilities in the area of wellbeing.

It is my Department’s aim that by 2023 all schools and centres for education will have embedded this dynamic School Self-evaluation process focusing on Wellbeing Promotion. The implementation of this Wellbeing Promotion Process is an ongoing process that will ensure the necessary focus on supporting children and young people in having a sense of purpose and fulfilment, and the skills necessary to deal with life’s challenges.

A Wellbeing Policy Implementation Plan, which has specified seven high level goals, has been agreed for achievement over the next five years. The seven high level goals are as follows:

1. Strengthen and align current structures within the Department and between the Department and other relevant Departments to ensure the coordinated implementation of this Wellbeing Policy Statement and Framework for Practice.

2. 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 Wellbeing Promotion Process which builds professional capacity and collaborative cultures from 2018-2023.

3. Provide for an aligned, comprehensive and easily-accessible programme of support for all schools and centres for education to address school-identified wellbeing promotion needs.

4. Consider how the system is meeting current and future teachers’ learning needs relating to wellbeing promotion

5. Develop a research based framework for the evaluation of wellbeing promotion in schools.

6. Improve use of supports for children and young people at key points of transition within and between education settings.

7. Promote the wellbeing of school and centre of education personnel.

Schools will be supported in this work by a national professional development programme currently being developed and trialled, and full roll out will commence in 2019. In addition, our national support services will step up the investment made in building capacity within schools to deliver:

- More training for teachers and school staff (including the Incredible Years programme, the Friends programme and the SafeTALK programme)

- Improved curriculum content (through the Junior Cycle Wellbeing programme, improved resources for teachers to deliver Relationships and Sexuality Education)

- Best practice models of school based student support teams

- Protocols for connecting to wider support services

- A national training programme to support schools to implement the Self-Evaluation Wellbeing Promotion process and the development of Wellbeing Resources, including self-evaluation planning and feedback templates.

By providing this Wellbeing Policy Statement and Framework for Practice I believe that we can fulfil our mission to enable individuals to achieve their full potential and contribute to Ireland’s social cultural and economic development into the future.

Home School Community Liaison Scheme

Questions (75)

Brian Stanley

Question:

75. Deputy Brian Stanley asked the Minister for Education and Skills his plans to reintroduce home school community liaison officers in schools in urban and rural areas. [41921/18]

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Written answers

Minister for Education and Skills

All DEIS Urban Primary and DEIS Post Primary schools are currently included in the Home School Community Liaison (HSCL) Scheme, which serves 539 schools. The scheme is delivered by 416 full-time HSCL Coordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 156,000 pupils.

The impact of socio-economic factors on educational outcomes can be different between urban and rural settings and we need to take account of that. While urban and rural disadvantage share many characteristics, such as poverty, unemployment and poor housing conditions, as such disadvantage in a rural context does not have the same impact on educational performance. The Performance Report from the National Assessments of English Reading and Mathematics (NAERM), 2014 highlighted the gap that exists between DEIS urban Band 1 schools and pupils in other schools in both reading and maths. Performance in rural DEIS schools is about the same as the national average, while performance in DEIS Band 2 primary schools has improved substantially according to the 2014 National Assessments. Assessments of reading and mathematics performance in DEIS rural primary schools show that students in these schools in some cases perform better than rural non-DEIS schools and at the same level as their counterparts in urban non-DEIS schools.

My Department's objective in implementing DEIS Plan 2017 is to have the maximum possible impact on providing opportunities for students most at risk of disadvantage. To achieve this, additional resources must be targeted as closely as possible at those students with the greatest need in terms of concentrated levels of disadvantage.

The Deputy may wish to note that Rural DEIS primary schools continue to be supported through the DEIS programme with a range of additional supports, including grant aid in the form of a DEIS grant, enhanced book grant, access to the DEASP School Meals Programme and priority access for teachers to a range of professional development programmes as well as the Incredible Years and Friends programmes.