Written Answers Nos. 529 - 544
529. Deputy Robert Troy asked the Minister for Education and Skills the action she is taking to ensure retired and unqualified teachers are not hired as substitute teachers ahead of newly qualified teachers. [2566/15]
Amharc ar fhreagraThe policy of my Department is to ensure, as far as possible, that the Managerial Authorities of schools give priority to unemployed registered teachers who are fully qualified when filling vacant teaching posts. It is schools that employ teachers and not my Department. However my Department has issued a number of Circulars addressing this issue in recent years. Under these Circulars School Principals must maintain a list of unemployed registered teachers who are available for substitute work at short notice and report to the Board of Management on any exceptional occasion where they have to engage a registered teacher who is retired. Circular 31/2011 details a cascade of measures for the recruitment of teachers, prioritising registered teachers over retired registered teachers and unregistered people. A retired teacher who returns to teaching on or after 1 February 2012 will commence at the first point of the incremental salary scale (i.e. the lowest point or starting salary for teachers). Incremental credit for service prior to 1 February 2012, qualification allowances and certain job role allowances are also not payable. This measure represents a significant financial disincentive for teachers who retired at the top of their salary scale, often with a post of responsibility allowance, to return to teaching.
530. Deputy Stephen S. Donnelly asked the Minister for Education and Skills if she will provide an update on a school (details supplied) in County Wicklow with specific reference to any decisions taken on the location and catchment areas for the school; and if she will make a statement on the matter. [2571/15]
Amharc ar fhreagraWhile it is intended that the school to which the Deputy refers will be located in the North Wicklow area, the school is being established to meet a demographic demand in the Bray, Kilternan and Ballybrack/Shankill school feeder areas. Priority in the school's enrolment policy will be required to be given to pupils from those areas. It would be expected that this will be reflected in the School's enrolment policy when this is decided and published by the Board of Management and Patron in due course. The Department is working with officials from Wicklow County Council in relation to the identification and acquisition of a suitable site for the school. Due to commercial sensitivities related to site acquisitions generally, I am not in a position to provide further details at this time.
531. Deputy Michael McGrath asked the Minister for Education and Skills the position regarding the planned development of an education campus in Carrigaline, County Cork; the work that has been completed and is currently underway; when a planning application is expected; when the schools will be open; and if she will make a statement on the matter. [2612/15]
Amharc ar fhreagraThe delivery of the proposed new Education Campus in Carrigaline, Co Cork has been devolved to Cork Education and Training Board. The project was recently approved to proceed to Stage 2b (Detailed Design), which involves obtaining planning permission, fire certificate, disability access certificate and the completion of tender documents. Subject to the planning process it is envisaged that construction will commence in 2015.
532. Deputy Joe Costello asked the Minister for Education and Skills the requirements for language schools in view of the recent court ruling on language school accreditation; and if she will make a statement on the matter. [2650/15]
Amharc ar fhreagraThe judgment in relation to legal proceedings challenging some aspects of the planned reforms to international education was received last week. The range of options that are available to progress the reforms in a manner consistent with the High Court decision and without prejudice to a possible appeal are being considered by the Department of Justice and Equality in conjunction with my Department. The Government is committed to maintaining Ireland's reputation as a high quality destination for international students and will continue to implement all necessary reforms to protect that reputation.
533. Deputy Michelle Mulherin asked the Minister for Education and Skills the position regarding the ongoing evaluation of DEIS and of the research of DEIS that was announced at a seminar in May 2014, which aims to collate all the evaluation work to date on DEIS policy; when is it expected that the future policy, based on this research, will be developed; and if she will make a statement on the matter. [2675/15]
Amharc ar fhreagraDelivering Equality of Opportunity in Schools (DEIS) is the subject of ongoing evaluation by both the Educational Research Centre (ERC) and the Inspectorate of my Department, the reports of which are available on my Department's website – http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Supporting-Information/DEIS-Evaluation.html A consolidated report on DEIS commissioned in 2014 is currently underway. This report will incorporate information in relation to the various inputs, processes and educational outcomes contained in the findings from the DEIS research and evaluations conducted to date by the ERC and the DES Inspectorate. It will also review other related Irish and international research on educational disadvantage. The report will assess the main findings of this research and provide advice to inform future policy direction in relation to educational disadvantage including DEIS. I understand that this report is nearing completion and I expect to receive it in the coming weeks.
534. Deputy Noel Grealish asked the Minister for Education and Skills if she will provide a breakdown of the amount of money that has been allocated to schools (details supplied) since 2007 under the summer works programme; the maintenance programme for the upgrading and refurbishment of facilities in schools; the other of her Department's grant schemes available in respect of these schools, by school; and if she will make a statement on the matter. [2679/15]
Amharc ar fhreagra535. Deputy Noel Grealish asked the Minister for Education and Skills if a final decision has been reached and approval been granted for the amalgamation of schools (details supplied); and if she will make a statement on the matter. [2680/15]
Amharc ar fhreagraI propose to take Questions Nos. 534 and 535 together. I wish to advise the Deputy that total capital funding to the schools referred to by the Deputy in the period 2007 to 2014 amounted to over €1.05 million in one school and over €620,000 in the case of the other school. In the case of the first school, the amount issued included over €0.8 million in respect of contingency works and almost €224,000 under the Summer Works scheme. In the case of the other school, the amount issued included over €394,000 under the summer works scheme and over €130,000 for contingency works. In relation to the proposed amalgamation of the schools in question, the Deputy will be aware that the decision making authority for any amalgamation belongs to the Patron of a school, subject to the approval of the Minister for Education and Skills. The initiative for any amalgamation may come from a variety of sources, such as parents, staff, Board of Management and patron(s). Any such proposal to amalgamate schools must first involve consultation with all of the relevant stakeholders. Following the consultation process, a decision taken at local level will follow. In that regard, any proposed changes must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system. Following a process of consultation, the Patron and the school boards concerned in light of the critical demographic position for both schools, have proposed the amalgamation of the schools concerned from September 2016. The Patron and the respective schools envisage that the new amalgamated school will cater for over five hundred girls and will allow for a broader curriculum and new programme options. In response, the Department has advised the Patron that it does not have an objection in principle to the proposed amalgamation and the Patron is continuing to engage with the Department in this regard.
536. Deputy Mary Lou McDonald asked the Minister for Education and Skills her Department's plans for the funding of extensions in respect of schools (details supplied) in County Dublin; when her Department's plans will be agreed with the schools for submission to South Dublin County Council planning department. [2682/15]
Amharc ar fhreagraThe major building project for the schools referred to by the Deputy, is currently at an advanced stage of architectural planning. The project has been authorised to proceed to Stage 2B of Architectural Planning, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents. It is not possible to progress all projects within the Department's building programme to construction concurrently due to competing demands on the Department's capital budget. However, school building projects, including this project, which have not been included in the five year construction programme or included in the most recent announced list of projects, but which were previously initiated, will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
537. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of students who were awarded Student Universal Support Ireland grants for 2014/2015 who had not yet received payments on 14 January 2015. [2692/15]
Amharc ar fhreagraAs of 14 January 2015, SUSI has confirmed that a total of 71,909 applicants have been awarded their grant. Of this figure a total of 67,443 applicants have been paid their grant and 4,466 have yet to be paid. At any one point in time, the number of students awarded a grant is likely to be somewhat higher than the number of students in receipt of a grant payment. Delays can occur while SUSI awaits confirmation from the registration files of the various institutions, bank account details from students etc. Students also have the option to defer payment of their grant. Notwithstanding the above, SUSI has confirmed that it is fully up-to-date with the payment of all awarded grants that can be paid.
538. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she has reviewed the statistics concerning numbers of students who were awarded Student Universal Support Ireland grants for 2014/2015 who had not received payments by December 2014 and January 2015; her plans to address procedures where SUSI did not allocate payment due to errors on its part. [2693/15]
Amharc ar fhreagraAs of 31 December 2014, SUSI has confirmed that a total of 70,249 applicants have been awarded their grant. Of this figure a total of 66,159 applicants have been paid their grant and 4,090 have yet to be paid. As of 14 January 2015, SUSI has confirmed that a total of 71,909 applicants have been awarded their grant. Of this figure a total of 67,443 applicants have been paid their grant and 4,466 have yet to be paid. At any one point in time, the number of students awarded a grant is likely to be somewhat higher than the number of students in receipt of a grant payment. Delays can occur while SUSI awaits confirmation from the registration files of the various institutions, bank account details from students etc. Students also have the option to defer payment of their grant. Notwithstanding the above, SUSI has confirmed that it is currently fully up-to-date with the payment of all awarded grants that can be paid.
539. Deputy Charlie McConalogue asked the Minister for Education and Skills when she will publish the staffing schedule for primary schools for 2015/2016; and if she will make a statement on the matter. [2695/15]
Amharc ar fhreagraThe staffing and redeployment arrangements for schools for the 2015/16 school year are currently underway in my Department. These arrangements, including the staffing schedule for primary schools for the 2015/16 school year, will be published in the coming weeks. This will enable schools to determine their staffing levels for that school year.
The Deputy will be aware that staffing schedules were not increased in Budget 2015.
540. Deputy Charlie McConalogue asked the Minister for Education and Skills if approval for schools to build additional classrooms to cater for planned increases in teacher numbers in September 2015 has been notified to schools; if not, when her Department plans to do so; and if she will make a statement on the matter. [2696/15]
Amharc ar fhreagraI wish to advise the Deputy that it is open to schools to submit applications for funding under the Additional Accommodation Scheme for funding to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed. The relevant application form concerned may be accessed on my Department's website at www.education.ie Details of approved applications are notified directly to schools and may be viewed also on my Department's website at www.education.ie which is updated regularly throughout the year.
541. Deputy Jonathan O'Brien asked the Minister for Education and Skills her Department's official position on multigrade classrooms in schools and the research and evidence it uses to inform this position. [2698/15]
Amharc ar fhreagraIn Ireland, given the number of relatively small schools that have four teachers or fewer, multi-grade classes are the norm in the majority of our primary schools. This position is reflected in the centrally-devised Primary School Curriculum (1999) which articulates a progressive and developmental learning experience for our pupils. General guidance and advice for teachers are provided in National Council for Curriculum and Assessment (NCCA) curriculum documents, and assessment guidelines etc. that are applicable to all primary schools. The Primary School Curriculum (1999), which is child-centred rather than subject-centred, also allows for flexibility in timetabling and teaching methods. It emphasises that children should experience learning through a variety of classroom organisational approaches. While these include individual learning and whole-class teaching, the curriculum particularly encourages collaborative learning through pair work and group work as appropriate to the specific learning contexts and goals. Within multi-grade classes, teachers may use a range of models for grouping pupils, including mixed-ability grouping. Integration and differentiation are also key approaches in the primary curriculum. The organisation of teaching and learning through integrated themes can be highly motivating and satisfying for children and are particularly useful in multi-class situations.
542. Deputy Brendan Griffin asked the Minister for Education and Skills if additional accommodation will be provided in the case of a school (details supplied) in county Kerry; and if she will make a statement on the matter. [2728/15]
Amharc ar fhreagraOn 8 January 2015 the school referred to by the Deputy was sanctioned a devolved grant under my Department's Additional Accommodation Scheme to provide a Resource Room. The school has recently submitted an application for funding for sewerage works under my Department's Emergency Works Scheme. This application is currently being assessed and the school authorities will be notified of the outcome once this assessment has been completed.
543. Deputy Bernard J. Durkan asked the Minister for Education and Skills if and when appropriate special needs assistant support will be provided in respect of a person (details supplied) in County Kildare; and if she will make a statement on the matter. [2729/15]
Amharc ar fhreagraI wish to advise the Deputy that my Government recently committed, as part of the budget announcements made last year, to provide for 365 new Special Needs Assistant (SNA) posts to support children with special educational needs in schools in 2015, bringing the total number of SNAs available for allocation in 2015 to 11,330 posts. This is the highest level of SNA allocation that we have ever had, and will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs. I also wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school. Where children have significant care needs to the extent that they need additional support to be able to attend school, the NCSE may make an allocation of SNA support to the school to assist that child. The NCSE operates within my Department's criteria in allocating such support. The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014. All schools were asked to apply to the NCSE for SNA support for the 2014/15 school year by 26 March 2014. The NCSE published details of their allocations for SNA support for the 2014/15 school year in June 2014. The NCSE completed a second round allocations for SNA provision for the 2014/15 school year in October 2014, details of which are available on the NCSE website, www.ncse.ie. Details of the SNA allocations which have been made to each school is available on the NCSE website. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. Should a school wish to make an application for additional SNA support for a child who was not previously considered for SNA support, or who is due to enrol to a school, they may do so to the NCSE. Schools who wish to appeal the level of SNA allocation which has been made to them may do so via the appeals process which is set out at www.ncse.ie. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
544. Deputy Jack Wall asked the Minister for Education and Skills the assistance available in respect of a person (details supplied) in County Kildare; and if she will make a statement on the matter. [2756/15]
Amharc ar fhreagraI can inform the Deputy that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website.
Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly. In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual student for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more students indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention. If the parents of the child who is the subject of this question have specific concerns about her educational progress I would advise in the first instance that they speak to the Principal of the school with a view to raising these concerns with the assigned NEPS psychologist.
