Written Answers Nos. 163-182
163. Deputy Kathleen Funchion asked the Minister for Education and Skills the requirements necessary to qualify as a SENO; the way in which the performance of SENOs in employment are monitored or assessed; the person or body that carries out the assessment process; the yearly salary of the position; and if he will make a statement on the matter. [8998/19]
View answerThe 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 employ 9 Senior SENOs and 73 SENOs currently to provide a nationwide system of local services. In undertaking their role locally-based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
Recruitment of SENOs is undertaken on behalf of the NCSE by the Public Appointments Service. In order to qualify as a SENO a candidate must possess a qualification at level 8 on the National Framework of Qualifications relevant to the provision of services to students/children with disabilities or an equivalent professional qualification and at least two years’ post qualification experience working in the area of education of children with special educational needs, or the delivery of other services to people with disabilities. Candidates must also possess a good understanding of special education needs, issues and services.
The following scale effective from 1st October 2018 applies to SENOs who are new entrants and members of the Single Scheme and will also apply where the appointee is an existing civil or public servant appointed on or after 6th April 1995 and is required to make a personal pension contribution in accordance with Circular 6/95:
€30,987, €33,387, €33,987, €36,983, €39,988, €42,995, €46,002, €47,858, €49,710, €51,573, €53,425, €55,282, €57,139, €58,992, €60,856(NMAX), €62,921(LSI 1), €64,981(LSI 2).
In relation to the Deputy's query regarding the monitoring and assessing of SENO's, I have arranged for it to be forwarded to the NCSE for their attention and direct reply.
164. Deputy Kathleen Funchion asked the Minister for Education and Skills the financial remuneration for each board member of the Teaching Council; the frequency with which membership of the board changes; if his Department is the employer of the Teaching Council; and if he will make a statement on the matter. [8999/19]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. The work of the Teaching Council is grounded in the values of professionally led regulation, shared professional responsibility and collective professional confidence.
The Teaching Council Acts (section 8) provide that the Teaching Council is constituted as follows:
- 11 primary teachers, nine of whom are elected and two of whom are teacher union nominees
- 11 post-primary teachers, seven of whom are elected and four of whom are teacher union nominees
- 4 members nominated by Higher Education Institutions providing teacher education
- 4 members nominated by school management organisations (two primary and two post-primary)
- 2 members nominated by parents’ associations (one primary and one post-primary)
- 5 members nominated by the Minister for Education and Skills, including one representing each of IBEC and ICTU.
The term of office of each member is limited to a maximum of 4 years. A member may not serve more than two consecutive terms.
The Teaching Council pays expenses to Council members for travel to Council-related meetings. Aside from travel and subsistence expenses, no fees are paid to members of the Council.
The Teaching Council is self-financing (via registration fees) and is staffed by public servants. The Council works in partnership with the Department, higher education institutions, school authorities, teachers and other partners in education to maintain and enhance the quality of teaching in the State.
165. Deputy Kathleen Funchion asked the Minister for Education and Skills the number of higher education student housing units built over the period of 2018 to date in 2019, nationally; the number of student accommodation units built by county; the cost over the same period; the proposed monthly cost to each Irish national student per room for the units; and if he will make a statement on the matter. [9000/19]
View answerA total of 3,756 student accommodation bed spaces are known to have been delivered nationally between January 2018 and end January 2019.
Of these bed spaces -
- 2,876 are located in Dublin
- 371 are located in Cork
- 510 are located in Galway
- 8 are located in Limerick
The bed spaces that have been completed over this period are a mixture of private provision and public provision through the University sector, which has administrative independence under the Universities Act 1997. As such, the cost of delivery of the above and the proposed rates to be charged to students are not available.
166. Deputy Kathleen Funchion asked the Minister for Education and Skills the number of higher level students living in shared room hostel dormitories nationally as their form of student accommodation to date in 2019; and if he will make a statement on the matter. [9001/19]
View answerA detailed breakdown of student living arrangements is not available.
167. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if home tuition will be continued for a child (details supplied) until they are assessed and the services required put in place in school for them; if his attention has been drawn to the fact that the child did not attend school until January 2019 having received home tuition since reaching school age; and if his attention has been further drawn to the fact that they are severely traumatised in school. [9023/19]
View answerMy Department provides funding for home tuition support to children under two main categories.
Firstly, where a child is temporarily without a school place, is without an offer of a school place and is actively seeking a school placement in a recognised school; my Department may approve a grant to engage a suitable qualified tutor to provide up to 9 hours home tuition per week for that child.
This home tuition grant scheme is operated by my Department with the assistance of the Educational Welfare Service (EWS) of the Child and Family Agency (Tusla) and in order for an application for a home tuition grant to be considered by my Department the local Educational Welfare Officer (EWO) must first confirm that the child’s circumstances meet the criteria of the scheme.
A local EWO can provide application forms for this home tuition scheme and they can be contacted through the office of the Educational Welfare Service, Child and Family Agency, Block C, Heritage Business Park, Bessboro Road, Mahon, Cork, phone 021-2428611.
My Department has not to date received an application in respect of the child referred to by the Deputy, for Home Tuition under this category.
The purpose of the second category of my Department’s Home Tuition Grant Schemes is to provide funding towards the provision of a compensatory educational service for students who, for a number of reasons such as chronic illness, are unable to attend school.
In exceptional cases, my Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school.
This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the re-integration of the student in their school.
The principle that Home Tuition cannot be provided as an alternative to school applies.
Eligibility in exceptional cases is assessed having regard to, although not limited to, the following criteria:
- The student’s attendance levels during the previous school year.
- Psychologist’s/psychiatrist’s report which should
- Clearly confirm a diagnosis of school phobia and/or associated depression/anxiety.
- Provide details of medical or therapeutic intervention plans in place with a view to reintegrate the student back into his/her school.
- Details of engagement with the relevant support agencies (e.g. School, National Educational Psychological Service (NEPS), Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, NCSE).
My Department has not to date received an application for home tuition under this particular category in relation to the child referred to by the Deputy.
Further information on both categories of Home Tuition funded by my Department and how to make an application is available on my Departments website at the following link: https://www.education.ie/en/Parents/Services/Home-Tuition/
168. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter (details supplied) regarding post-primary teacher redeployment; and if he will make a statement on the matter. [9037/19]
View answerThe provisions of the Career Break and other leave schemes are set out in the “Terms & Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools” which is published on my Department’s website.
A Career Break is a period of special leave without pay which may be granted by employers .i.e. the Board of Management in the case of voluntary secondary, community and comprehensive schools and Education and Training Board in the case of vocational schools/community colleges. The main objectives of the scheme is for employers, wherever possible, to facilitate applicants in areas such as Personal Development, Voluntary Service Overseas, accompanying spouse/partner on Diplomatic/Military Posting, Education, Public Representation, Childcare/Dependent care and Self-employment. When employers are considering applications for Career Break, the welfare and educational needs of the pupils shall take precedence over all other considerations.
With regard to redeployment, the core function of the redeployment arrangements for teachers is to facilitate the redeployment of all surplus permanent/CID holding teachers to other schools that have vacancies. The redeployment of all surplus permanent/CID holding teachers is key to the Department's ability to manage within its payroll budget and ceiling on teacher numbers. Thereafter the recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The voluntary redeployment scheme for the 2019/20 school year allows teachers employed in schools in Counties Wexford, Waterford, Carlow, Kilkenny, Galway and Roscommon to volunteer for a transfer to other areas if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in that area.
The criteria used for the allocation of teachers to post-primary schools for the 2019/20 school year, including the redeployment arrangements, are available on my Department's website.
169. Deputy Shane Cassells asked the Minister for Education and Skills when coding will be included on the curriculum for primary and secondary education; and if he will make a statement on the matter. [9043/19]
View answerComputational thinking and coding, and their place in the primary curriculum has been a key topic for education debate in recent times and, in particular, following the then Minister’s request in July 2016 to the National Council for Curriculum and Assessment (the NCCA) to consider approaches to integrating coding into the primary curriculum and to embedding computational thinking in the mathematics curriculum.
In response to the request, the NCCA undertook research which included the completion of a desktop audit of curriculum policy related to coding in 22 international jurisdictions. Informed by the outcomes of that audit, the Council selected five jurisdictions for a more in-depth curriculum investigation. A review of literature on computational thinking was also completed. These research reports are available at www.ncca.ie/en/primary/primary-developments/coding-in-primary-schools.
The research informed the design of the Coding in Primary Schools Initiative which began in 2017. Phase 1 of the initiative involved working with 15 primary schools which had invested significant time and financial resources alongside building staff expertise in the area of coding and computational thinking. The NCCA’s work focused on gathering information from the schools about their work with coding. These ‘classroom stories’ help to answer questions such as, what types of coding experiences are teachers currently providing? Where in the primary curriculum is this work happening? Which classes are involved? Why did the teacher/school start work on coding? What are the benefits and challenges?
Examples from this work are also published at www.ncca.ie/en/primary/primary-developments/coding-in-primary-schools and have informed the development of materials to support other schools in introducing coding and computational thinking as part of Phase 2 in the initiative. This second phase began in May 2018 and involves 25 additional schools which, prior to the initiative, had little, if any, experience with coding. The purpose of Phase 2 is to explore how, where and to what extent coding and computational thinking should be integrated into a redeveloped primary curriculum. The initiative will conclude in the coming weeks and a report will be finalised and submitted to me for consideration.
The Deputy may be interested to know that at Post-Primary level an optional short course in Coding is available to all schools as part of the recent developments at junior cycle and coding is also a central element in the new Leaving Certificate Computer Science subject introduced in schools since last September. Computational thinking also features very significantly in revised specifications for Mathematics at both junior cycle and senior cycle levels. It is important to note that extensive reviews of both the primary curriculum and senior cycle education are currently underway and these too will consider the role and place of coding in the curriculum.
170. Deputy Tony McLoughlin asked the Minister for Education and Skills if the decision not to grant the application by a school (details supplied) for funding under the emergency works scheme will be reviewed; and if he will make a statement on the matter. [9044/19]
View answerI wish to advise the Deputy that the purpose of the Emergency Works Scheme (EWS) is solely for unforeseen emergencies or to provide funding to facilitate inclusion and access for special needs pupils.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening.
In light of the above, the application submitted by the school referred to by the Deputy was not considered to be eligible for funding under EWS.
It is open to the school to apply for funding under the next Summer Works Scheme to address the issues concerned.
171. Deputy Maurice Quinlivan asked the Minister for Education and Skills the number of post-primary schools that do not have a primary school designated as their feeder school as part of their enrolment and admissions policies; and if he will make a statement on the matter. [9047/19]
View answerMy Department does not hold any information in relation to the enrolment policies of individual schools.
Under the provisions of the Education Act, 1998 the Board of Management is responsible for the day to day running of a school and the Board must publish the admissions policy of the school.
In relation to enrolment generally, it is my Department's responsibility to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area.
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.
172. Deputy Jan O'Sullivan asked the Minister for Education and Skills the status of school building works planned or under construction in the mid-west region; and if he will make a statement on the matter. [9054/19]
View answerTo assist, schools, Deputies and the general public, my Department publishes on its website monthly updates on all major projects (including schools in the mid-west region) which are included on the Department’s Capital Programme 2016 -2021 including the type and extent of each project. Similar details are also published in respect of all approved additional accommodation projects and this list is updated on a weekly basis.
Information in relation to applications to be assessed by the Department is not held in the format requested, by the Deputy.
173. Deputy James Browne asked the Minister for Education and Skills if emergency funding will be granted for a school (details supplied) in County Wexford; and if he will make a statement on the matter. [9055/19]
View answerThe school to which the Deputy refers recently made an application for roof works under my Department's Emergency works Scheme.
Additional information has been requested from the school in respect of this application. When this information is submitted, the application will be assessed further and a decision will issue directly to the School Authorities in due course.
174. Deputy Seán Haughey asked the Minister for Education and Skills if a person (details supplied) will be provided with a place in a school for the school year commencing September 2019; and if he will make a statement on the matter. [9067/19]
View answerThe selection and enrolment of pupils is the responsibility of the management authorities in each individual school. As schools may not have a place for every applicant, 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.
Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to disclose its enrolment policy and to ensure that as regards that policy the principles of equality and the right of parents to send their children to a school of the parent’s choice are respected.
Under Section 29 of the Education Act, 1998 where a schools board of management make a decision to refuse enrolment, suspend a student for 20 or more days or permanently exclude a student, a parent/guardian can appeal that decision to the Secretary General of my Department. Where the appeal involves an Education and Training Board (ETB) school, the appeal must be made to the local ETB in the first instance. Further information on the Section 29 Appeals process is available on my Departments website at the following link:
https://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/
In addition, the Educational Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory body which may be able to assist parents who are experiencing difficulty in securing a school placement for their child. The EWS can be contacted at Educational Welfare Service, Child and Family Agency, Ground Floor, Brunel Building, Heuston South Quarter Dublin 8 or by phone at 01-7718815.
175. Deputy Seán Haughey asked the Minister for Education and Skills the number of children on the waiting list for a school (details supplied) for September 2019. [9068/19]
View answer176. Deputy Seán Haughey asked the Minister for Education and Skills the number of children in Dublin 1, 3, 7, 9 and 11 on the waiting list for a primary school place in a special needs school for September 2019. [9069/19]
View answer177. Deputy Seán Haughey asked the Minister for Education and Skills if the funding and resources necessary to guarantee each child with special needs in Dublin 1, 3, 5, 7, 9, 11 and 13 with an appropriate school place for September 2019 will be provided. [9070/19]
View answerI propose to take Questions Nos. 175 to 177, inclusive, together.
The enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools and it does not maintain details of waiting lists in schools.
My Department's policy is to provide for the inclusive education of children with special educational needs 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 (NCSE) is responsible, through it's 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 class and special school placements.
Accordingly, the NCSE advises parents, to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible. Where parents have been unsuccessful in enrolling their child in a school, they should update their local SENO to inform the planning process.
The selection and enrolment of pupils is the responsibility of the management authorities in each individual school.
The NCSE’s main responsibility is to ensure that schools in an area, can between them, cater for all children who have been identified as needing specialised placements, including placement in special schools.
However, this may result in some pupils not obtaining a place in the school of their first choice. As schools may not have a place for every applicant, 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.
Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to disclose its enrolment policy and to ensure that as regards that policy that principles of equality and the right of parents to send their children to a school of the parent’s choice are respected.
The NCSE is continuing to work with schools, parents, National Educational Psychological Service (NEPS), health professionals and other staff who are involved in the provision of services in the North Dublin area for children with special educational needs, to ensure that each child has a school placement appropriate to their needs for the 2019/20 school year and beyond.
Section 8 of the Education (Admission to Schools) Act 2018, which commenced on Monday 3rd December 2018, will provide me with a power, after a process of consultation with the NCSE, the Board of Management and the patron of the school, to compel a school to make additional provision for the education of children with special educational needs.
As the Deputy's questions relates to a particular special school, I have arranged for it to be forwarded to the NCSE for their attention and direct reply.
178. Deputy John Lahart asked the Minister for Education and Skills the guidelines in place for primary schools regarding the setting aside of time for eating lunch and taking breaks; the guidelines for children in primary school regarding hygiene in relation to food, such as, washing of hands before eating and so on; and if he will make a statement on the matter. [9075/19]
View answerAt primary level, circular 11/95 “Time in School” paragraph 3 states that a typical school day for Junior classes is 4 hours and 40 minutes and Senior classes 5 hours and 40 minutes with appropriate recreation i.e. 30 minutes. Under the Rules for National Schools, forenoon and afternoon breaks of five minutes each are allowed.
Where a recreation interval or break of a longer duration than the foregoing are taken (for example when children are allowed to have lunch in the classroom prior to the official commencement of the recreation interval) the length of the school day must be extended correspondingly.
Under the provisions of the Education Act, 1998, the Board of Management is responsible for the day to day running of a school. The arrangement within the recreation interval for pupils to eat their lunch is a matter for each Board of Management to determine and my Department has not issued guidelines to schools in this regard. Schools are required to supervise pupils during school time including during breaks and lunch breaks.
Time allocated for hygiene at primary is covered within the Social, Personal and Health Education (SPHE) Curriculum which is allocated a minimum of 30 minutes a week at all levels of primary school. SPHE provides specific opportunities to enable the child to understand himself or herself, to develop healthy relationships and to establish and maintain healthy patterns of behaviour. It is a particular concern of the curriculum to develop in the child respect and care for his or her body. It also enables the child to acquire the knowledge and attitudes that help to promote a healthy lifestyle. As part of this the child should be enabled to recognise and practise basic hygiene skills such as: personal hygiene practices, hygienic eating habits, developing basic skills in dressing himself/herself and caring for clothes, taking proper care of teeth.
179. Deputy Ruth Coppinger asked the Minister for Education and Skills the number of Youthreach coordinators in the City of Dublin Education and Training Board who have received payments above their annual salaries and qualification allowances since 2011; and if he will make a statement on the matter. [9081/19]
View answer180. Deputy Ruth Coppinger asked the Minister for Education and Skills the number of Youthreach coordinators in the City of Dublin Education and Training Board who received payments above €40,000 in addition to their annual salary and qualification allowances in 2011; and if he will make a statement on the matter. [9082/19]
View answerI propose to take Questions Nos. 179 and 180 together.
I am informed by City of Dublin Education and Training Board that two Youthreach coordinators received payments above their annual salaries since 2011 and that this was in respect of payments that reflected their individual terms and conditions including honorarium payments for summer work.
There were no Youthreach coordinators who received payments above €40,000 in addition to their annual salary and qualification allowance in 2011.
181. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the impending eviction of a school (details supplied) from its site; and if the school will be facilitated to remain on the site until the end of the school year and ensure that when the new school year commences in September 2019, the play school is relocated to the new primary school site. [9117/19]
View answerThe Department is aware that the play school referred to, by the Deputy, is operating in the main primary school's existing accommodation. This appears to be an initiative of the main primary school and the Department is not party to this arrangement. The Department is constructing a new permanent replacement school for the primary school in question and the project is currently on site.
The Department does not have any remit for the provision of a building for the play school in question.
182. Deputy Robert Troy asked the Minister for Education and Skills his views on a new second-level school for Kinnegad, County Westmeath; and the timeframe for delivery of same. [9147/19]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
As the Deputy may be aware, the Government recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement follows nationwide demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.
While the announcement did not include a new post-primary school in Kinnegad (which is located in the Killucan school planning area), I have highlighted that the requirement for new schools will be kept under on-going review and in particular would have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.
