Clare Daly
Ceist:507. Deputy Clare Daly asked the Minister for Education and Skills if she shares the views of her predecessor regarding the continuance of the national school system (details supplied). [5659/15]
Amharc ar fhreagraSchool Enrolments
Ceisteanna (507)
Freagraí scríofa
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants.
This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Existing equality legislation, which outlaws discrimination in relation to the admission of a student, makes provision for exemptions to apply in the case of single sex schools and in the case of schools where the objective is to provide education in an environment that promotes certain religious values. The Equality legislation provides that any school that has this objective may, where it has more applicants than places available, admit a student of a particular religious denomination in preference to other students. The legislation also provides that a school whose objective is to provide education in an environment that promotes certain religious values can refuse to admit a student who is not of that religion only where the school proves that this refusal is essential to maintain the ethos of the school.
It is my firm view that all schools should be inclusive. It is with this spirit of inclusiveness that the proposed Admission to Schools Bill is designed. Drafting of the Bill is currently at an advanced stage and the Bill is on the Government legislative programme for publication early in the Spring/Summer session.
The draft Bill does not propose changes to the existing equality legislation. The draft Bill, while including provision for single sex schools and denominational schools to reflect in their admission policy the exemptions applicable to such schools under equality legislation, will provide for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion. The draft Bill will also provide for schools to publish an enrolment policy which will include details of the school's arrangements for students who do not want to attend religious instruction.
The Bill and its associated regulations should see improved access to schools for all pupils and ensure there is consistency, fairness and transparency in the admissions policies of schools and in the service they provide to parents.
School Accommodation
Ceisteanna (508)
Willie Penrose
Ceist:508. Deputy Willie Penrose asked the Minister for Education and Skills if she will approve an application for funding for a school (details supplied) in County Westmeath for additional accommodation under phase 2, in order to facilitate the significant numbers currently enrolling on post-leaving certificate courses, and the increased enrolments for all courses; and if she will make a statement on the matter. [5682/15]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the school in question has submitted an application for additional accommodation to my Department. The application will be assessed and a decision will be conveyed to the school authorities as soon as this process has been completed.
Schools Building Projects Status
Ceisteanna (509)
Jonathan O'Brien
Ceist:509. Deputy Jonathan O'Brien asked the Minister for Education and Skills if the building in which a school (details supplied) in County Dublin is currently housed could be re-purposed as a special educational school when the school goes to its new premises at Castleland later this year, as requested by members of the local community. [5698/15]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, the project for the school referred to is currently at Stage 3 (Tender Stage). Upon completion of the new school building for the school in question, the school will vacate its current accommodation. My Department is currently reviewing the options with regard to the future use of the accommodation concerned.
Special Educational Needs Expenditure
Ceisteanna (510)
Finian McGrath
Ceist:510. Deputy Finian McGrath asked the Minister for Education and Skills if she will reverse the cuts affecting special educational needs children as a matter of priority (details supplied); and if she will make a statement on the matter. [5701/15]
Amharc ar fhreagraFreagraí scríofa
Budget 2015 included an increase in spending on education for the first time in recent years, amounting to additional funding of €60m during 2015.
This funding will be used to provide 1,700 additional teachers and SNAs for our schools, as well as to fund prioritised reforms, such as implementation of the literacy and numeracy strategy, reform of junior cycle, and the introduction of education focussed pre-school inspections.
With regard to Resource Teachers for Travellers, the principle of inclusion is at the core of the Report and Recommendations for a Traveller Education Strategy published in 2006 and, accordingly, the focus of both current and future provision is on the development of a more inclusive school environment. In keeping with this principle, additional resources provided in the education system are allocated on the basis of identified individual educational need rather than that of ethnic or cultural background.
Following decisions of the last Government, as part of the December 2010 budgetary process, Traveller pupils who are eligible for learning support teaching now receive this tuition through the existing learning support provision in schools. This is in keeping with the policy of inclusion and the 2006 report.
The General Allocation Model, which provides additional learning support and English as an additional language allocations for primary schools, was updated for all primary schools from the 2012/13 school year and now includes the Traveller pupils who had previously been supported by Resource Teacher for Traveller (RTT) posts.Limited alleviation measures were put in place to assist schools who had high concentrations of Traveller pupils previously supported by Resource Teacher for Traveller posts/hours, in the context of the limited resources available.
A total of 141 posts have been allocated to schools for this purpose. 81 posts were also provided to readjust Delivering Equality of Opportunity in Schools (DEIS) allocations to include Traveller pupils previously supported by Resource Teacher for Traveller posts.
Thirty-eight alleviation posts were provided for schools that had high numbers or concentrations of Traveller pupils who were previously supported by RTT posts and a further 22 alleviation posts were allocated to schools who had the highest percentage of traveller pupils previously supported by RTT posts, in comparison to other schools, taking into account their overall pupil populations, and who had not qualified for the first round of alleviation posts.
This Government has been resolutely committed to protecting, and where possible, increasing, the level of investment being made to support children with special educational needs at a time when there has been a requirement to make expenditure reductions across a range of areas. It is an area of spending which has been prioritised above most other areas by this Government, despite the enormous pressures on all areas of public spending.
Some €1.37 billion will be spent in support of children with Special Educational Needs this year, which represents approximately 15% of my Department's budget.
Three hundred and sixty-five new Special Needs Assistant (SNA) posts and 480 resource teaching posts have been provided 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 and the total number of resource teaching posts to 6,705. Over 11,000 resource and learning support teaching posts are now available. This is the highest level of SNA and resource teaching allocations 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.
With regard to the Education for Persons with Special Educational Needs (EPSEN) Act, a number of sections have been commenced, including those establishing the National Council for Special Education and those promoting an inclusive approach to education of children.
The NCSE report on 'Supporting Students with Special Educational Needs in Schools' which was published in 2013 and is available on the NCSE website www.ncse.ie, recommends that the EPSEN Act be fully implemented as soon as possible. The report also states that the NCSE recognises that the current economic climate makes it unlikely that the Government will be able to implement this recommendation in the short to medium term.
It is intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially, through policy developments across a range of areas, in conjunction with NCSE policy advice.
This includes the National Council for Special Education's (NCSE) Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs, published on 18th June 2014.
The report recommends that a new allocation model should be developed, based on a schools educational profile, while providing a baseline allocation to every mainstream school to support inclusion.
I hope to make an announcement in relation to this matter shortly, in order to give clarity to schools regarding the allocation process for the coming school year.
Schools Refurbishment
Ceisteanna (511)
Pearse Doherty
Ceist:511. Deputy Pearse Doherty asked the Minister for Education and Skills if her attention has been drawn to the current need for infrastructural improvement in respect of a school (details supplied) in County Donegal; if her attention has been drawn to the need to upgrade and replace the school's ageing facilities and equipment; her views on the challenges facing teaching staff which this situation is causing; and if she will make a statement on the matter. [5726/15]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, a building project for the school referred to, is currently being progressed within my Department's architectural planning process. I understand that the school's Design Team and School Authority are currently working on the Stage 2(a) report.
The school in question is one of a number of schools which it was not possible to include in the 5 Year construction programme. However the school project is being progressed to the final planning stages so that it will be well placed for further progression in anticipation of further funds being available to the Department.
In the interim, I can advise the Deputy that my Department allocates funding to schools for furniture and equipment which can be applied for on an ongoing basis in response to requirements. It is open to the school referred to by the Deputy to submit such an application for consideration.
School Curriculum
Ceisteanna (512)
Caoimhghín Ó Caoláin
Ceist:512. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the measures currently in place to promote youth awareness of politics and current affairs. [5731/15]
Amharc ar fhreagraFreagraí scríofa
There are a range of measures that promote students' awareness of politics and current affairs in our primary and post primary schools.
At primary level, the Social, Personal and Health Education (SPHE) programme provides pupils with an awareness of individual and community rights, as well as an understanding of the concepts of personal, local, national, European and global identity. These themes are further developed in SPHE at post primary level.
My Department also supports the Blue Star programme for primary school students. This programme, which is funded through the Department of the Taoiseach, seeks to foster pupils' better understanding and knowledge of the European Union and how it affects the lives of Irish citizens.
Education about active citizenship is an integral component of the new Framework for Junior Cycle. For example, one of the 24 'Statements of Learning', that encompass the key knowledge and skills that students will be expected to develop during their junior cycle, requires that all students will "value what it means to be an active citizen with rights and responsibilities in local and wider context". In addition, the 8 key skills which underpin the new Framework for Junior Cycle, include "working with others" whereby students should realise and experience how they can "contribute to making the world a better place".
A new short course in Civics, Social and Political Education (CSPE), which has been developed by the National Council for Curriculum and Assessment (NCCA), is available, since last September, to schools to implement, should they wish to do so, as part of their junior cycle programme. The short course aims to inform, inspire, empower and enable young people to participate as active citizens in contemporary society at local, national and global levels based on an understanding of human rights and social responsibilities. Or, for this academic year, schools may choose to offer the existing CSPE syllabus.
In my proposal for Junior Cycle last November, I have included "wellbeing" as a core element of the reformed Junior Cycle. This will include CSPE, SPHE and PE.
Post primary schools who offer Transition year (TY) have the flexibility to design their own TY programme, consisting of 'Transition Units', in accordance with an overall framework set out by the DES. Among the 'Transition Units' that have been developed to date are peace studies, politics, European studies, and gender studies.
One of the programmes that is implemented as part of TY is the Young Social Innovators Programme. This programme helps to develop social awareness and activism amongst young people in the 15-18 year age group. Participating students working in teams, attempt to address a social issue that they have identified as important at either local, national or international level. The projects are showcased in an annual event each year, with an award scheme.
The Leaving Certificate Applied (LCA) includes a 'Social Education' Module which provides opportunities for the students to examine and explore issues and topics related to contemporary social, economic, political and cultural issues.
My Department is also currently planning to introduce 'Politics and Society' as a new optional Leaving Certificate subject. It is intended that this new subject will be trialled in a number of schools in the 2016/2017 school year.
Physical Education
Ceisteanna (513)
Michael Fitzmaurice
Ceist:513. Deputy Michael Fitzmaurice asked the Minister for Education and Skills her views on the merits of expanding the University of Limerick’s health and sciences faculty's third study into flexibility and neuromuscular development in adolescents in Ireland; and if she will make a statement on the matter. [5735/15]
Amharc ar fhreagraFreagraí scríofa
My Department is involved in a number of measures to promote the overall government 'Healthy Ireland' agenda that is being led by the Department of Health. This includes a number of measures to promote physical activity in post primary schools.
Post primary schools are required to deliver a minimum of 2 hours per week of Physical Education. In 2012, my Department carried out a 'Lifeskills' Survey in primary and post primary schools. The data indicated that, in addition to this formal PE provision, 96% of post primary schools encourage physical activity outside of school, and 86% promote physical activity during school break times.
My Department's Professional Development Support Service for Teachers (PDST) is currently developing a professional development programme for primary and post primary teachers in P.E.. The initial focus of this professional support will be on developing fundamental movement skills and building the knowledge, skills and capacity of teachers to meet the physical literacy needs of learners through the P.E. Curriculum.
My Department also supports the Active Schools Flag. This initiative, which was launched in 2009, recognises schools that provide a quality programme for all students and promote physical activity across the whole school community. The popularity of this programme among all schools is increasing annually.
Physical activity by pupils is not the sole remit of schools. PE in schools is designed to complement activity and other lifestyle habits outside of school. In fact, this "whole of life" approach is being adopted in the National Physical Activity Plan, which is currently being finalised by a cross-sectoral working group co-chaired by the Department of Health and the Department of Tourism and Sport. The Department of Education and Skills is a member of this group.
In addition, I will shortly be issuing guidance to all schools about measures to promote healthy lifestyles generally. This guidance encompasses measures to promote P.E. and physical activity, as well as healthy eating and healthy vending. The guidance has been drafted in consultation with the Department of Health and the HSE.
I have no plans at this time to extend the study referred to by the Deputy. However, as part of a quality physical education programme, P.E. teachers routinely provide information, advice and guidance to students on how to improve a range of components of fitness as part of a healthy lifestyle. This would frequently include advice on the benefits of improved flexibility and the measurement of this component using basic field tests such as the sit-and-reach test.
The authors of the study may wish to make contact with the management bodies of post primary schools, or principals' associations, should they wish to disseminate the benefits of their work more widely.
Special Educational Needs Service Provision
Ceisteanna (514)
John McGuinness
Ceist:514. Deputy John McGuinness asked the Minister for Education and Skills the reason schools (details supplied) in County Carlow were not sanctioned for units for children with autism in view of the fact they have better facilities and would have 12 units rather than the six-unit classroom sanctioned for another school, and also in view of the fact that since the number of children with autism is on the increase, these schools would be able to facilitate more children; and if she will make a statement on the matter. [5763/15]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible for approving special classes/units. On this basis, my Department approved funding for such a facility in another school in the area. It is my Department's understanding that the works required to facilitate this unit's operation are nearing completion. The unit, when completed, will have capacity for 12 pupils.
My Department has no record of receiving an application for funding for a special needs unit from the other schools referred to by the Deputy.
School Accommodation
Ceisteanna (515)
Olivia Mitchell
Ceist:515. Deputy Olivia Mitchell asked the Minister for Education and Skills if her attention has been drawn to the gross under provision of primary school places in the Goatstown area, Dublin 14, where the local schools application for September 2015 is four times the potential intake; and if she will make a statement on the matter. [5788/15]
Amharc ar fhreagraFreagraí scríofa
On Thursday the 5th of February last I announced that seven new primary schools are to be established in the next two years. One of the new schools to be established in 2016 is in the Goatstown-Stillorgan area. A patronage determination process for this school will be run later this year.
Garran Mhuire NS, Goatstown received funding for a new 16 classroom replacement school which was completed in 2014.
Also additional classroom accommodation has been provided in the last two years at three primary schools in the adjoining Stillorgan area: St Raphaela's NS, Stillorgan, received 4 classrooms, SN Cnoc Ainbhil, Mount Anville, received 2 classrooms and Scoil Caoimhín Naofa, Stillorgan, received 3 classrooms.
Pupil Data Collection
Ceisteanna (516)
Paul Murphy
Ceist:516. Deputy Paul Murphy asked the Minister for Education and Skills her views on the matter of schools collecting the personal public service, PPS, numbers of their pupils; if this is being done to comply with a policy or a requirement from her Department; the details of this policy or requirement; and if she will make a statement on the matter. [5796/15]
Amharc ar fhreagraFreagraí scríofa
The Department of Education and Skills is currently developing an individualised electronic database of primary school pupils (POD – the Primary Online Database). Individualised data coverage has already been in place for a number of years at pre-primary, post-primary and third level education. The primary purpose of POD will be to monitor the education progress of primary pupils (in DES aided schools), throughout the primary system and onwards to post primary level and to help them develop their full educational potential. Once up and running other secondary purposes of POD will include becoming the basis for the allocation of teachers and capitation grants.The Department has consulted with the Data Protection Commissioner in relation to the collection of individual pupil information for the Primary Online Database. They have stated that PPSN can now be collected by schools with the purpose being it is a requirement of the Primary Online Database. A PPS number is an individual's unique identification number for all dealings with the Public Service, including Social Welfare, tax, education and health services. Having the PPSN on the database will help ensure that there are no duplicate records in the system i.e that two schools do not have the same child on their roll. In the future we will be able to track pupils from early childhood education, to primary school and onto post-primary, which will allow us to ensure that every child in the State of compulsory school age is in education.
Stay Safe Programme
Ceisteanna (517)
Seán Ó Fearghaíl
Ceist:517. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if she will provide a list of the names, roll numbers and locations of all the schools that indicated to her Department, in respect of the 2012 Lifeskills study, that they were not implementing the Stay Safe programme; and the interaction her Department has had with these schools since then with a view to ensuring 100% implementation of the programme. [5797/15]
Amharc ar fhreagraFreagraí scríofa
The results of the 2012 'Lifeskills' survey, which were published by my Department in January 2014, indicate that approximately 99% of respondent primary schools have a 'Stay Safe' programme in place. This represents an increase in four percentage points since the previous Lifeskills survey in 2009.
The findings from the 2012 survey also indicate that 100% of respondent primary schools support their pupils to develop the skills of identifying and responding to unsafe situations, know when and how to seek help, and to say no to keeping secrets. A similar response was achieved through the Lifeskills survey in 2009.
The validity of the findings from the Lifeskills survey is contingent on school principals completing the relevant questionnaire as honestly and accurately as possible. The integrity of this process would be compromised if responses given by school principals were used to target particular schools. My Department uses the findings from the Lifeskills survey to develop appropriate policy responses that are aimed at all schools, rather than targeting individual schools.
The Lifeskills survey is conducted every 3 years. I will be launching the next Lifeskills survey in the next month. This will allow for the measurement of progress made by schools since 2012.
School Staff
Ceisteanna (518)
Paul Murphy
Ceist:518. Deputy Paul Murphy asked the Minister for Education and Skills if she will report on the date for the issuing of P60s for 2014 to special needs assistants. [5802/15]
Amharc ar fhreagraFreagraí scríofa
My Department operates the largest payroll in the State, with approximately 98,000 school employees and pensioners paid every fortnight. These payrolls have become increasingly complex over the past five years, due to the following:
- Introduction of three salary scales and two sets of allowances, by comparison to a single salary scale and set of allowances for all teachers, prior to 2010.- Introduction of the Universal Social Charge (USC), Pension related Deduction (PRD) and the single pension scheme.- Implementation of Section 30 of the Teaching Council Act 2001 and new sick leave regulations for schools employees etc.
In addition, the school employee payrolls have a high volume of substitute and casual appointments for payment, which is not a feature of other comparable payrolls. Work is ongoing at present to incorporate payments to home tutors through the payroll, which will broaden the range of payees coming within the remit of the school employee payrolls. There is a huge level of work associated with the issuing of P60s and my Department is arranging to have them issued as soon as possible.
Site Acquisitions
Ceisteanna (519)
Charlie McConalogue
Ceist:519. Deputy Charlie McConalogue asked the Minister for Education and Skills if a suitable site has been identified for a new school (details supplied) in County Donegal; if her Department plans to engage with the school's board of management in relation to its plans for the purchase of a site in advance of acquiring it; and if she will make a statement on the matter. [5804/15]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, my Department is working closely with the relevant Local Authority in relation to acquiring a suitable site for the school to which he refers. A suitable site has been identified and negotiations are ongoing. However, as I am sure the Deputy will appreciate, there are commercial sensitivities associated with land acquisitions generally and I am not in a position to comment further at this time.
Departmental Programmes
Ceisteanna (520)
Seán Ó Fearghaíl
Ceist:520. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills her views on concerns (details supplied) regarding teachers in schools, other than in respect of Delivering Equality of Opportunity in Schools, DEIS, being denied the opportunity to take part in the reading recovery programme. [5817/15]
Amharc ar fhreagraFreagraí scríofa
Reading Recovery is a literacy initiative that was initially made available for DEIS Band 1 and Band 2 schools only as part of Delivering Equality of Opportunity in Schools (DEIS), the Action Plan for Educational Inclusion, which was launched in May 2005. Each of these schools was given an opportunity to have a teacher trained as a Reading Recovery teacher. In some areas where training took place in local cluster groups, schools other than those outlined were allowed to participate in the programme.
Since 2004 over 20,000 students have benefited from the Reading Recovery Programme together with a range of other literacy supports. My Department, through the Professional Development Service for Teachers (PDST), continues to prioritise support for DEIS Band 1 and DEIS Band 2 schools as well as maintaining ongoing support for other schools already participating in the programme.
New schools have not been permitted to join the Reading Recovery Programme in light of the extensive programme of support available in the area of literacy.
Emerging evidence from work carried out by the Educational Research Centre (ERC) is positive on the range of interventions including Reading Recovery in place for DEIS schools. Inspectorate evaluations also demonstrate that the effectiveness of specialised programmes is maximised when they are integrated into the overall programme in a school.
Support for all schools provided by the PDST takes this into account as part of the ongoing continuing professional development programme for "Literacy and Numeracy for Learning and Life - The National Strategy to Improve Literacy and Numeracy for Children and Young People 2011-2020".
School Staff
Ceisteanna (521)
Robert Troy
Ceist:521. Deputy Robert Troy asked the Minister for Education and Skills if she will provide an update on an appeal lodged by a school (details supplied) in County Westmeath regarding a second teacher. [5824/15]
Amharc ar fhreagraFreagraí scríofa
The criteria used for the allocation of teachers to schools is published annually on the Department's website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing process also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.Preparation for the staffing and redeployment process for the 2015/16 school year is currently underway in my Department. The staffing arrangements for schools for the 2015/16 school year, including the appeals process, will be published shortly.
Pupil-Teacher Ratio
Ceisteanna (522)
Pearse Doherty
Ceist:522. Deputy Pearse Doherty asked the Minister for Education and Skills the action she will take to ensure that the current pupil-teacher ratio in our schools is improved; her plans to ensure that children with special needs are provided with adequate educational supports in order for them to participate fully in education and learning; and if she will make a statement on the matter. [5863/15]
Amharc ar fhreagraFreagraí scríofa
My focus in Budget 2015 was on obtaining the additional funding that was necessary to provide for demographic growth. The last Budget included an increase in spending on education for the first time in recent years, amounting to additional funding of €60m during 2015.
This funding will be used to provide 1,700 additional teachers and SNAs for our schools, as well as to fund prioritised reforms, such as implementation of the literacy and numeracy strategy, reform of junior cycle, and the introduction of education focussed pre-school inspections. It was not possible to also secure the funding which would have been required to change the staffing schedule for schools.
This Government has been resolutely committed to protecting, and in some instances increasing, the level of investment being made to support children with special educational needs at a time when there has been a requirement to make expenditure reductions across a range of areas. It is an area of spending which has been prioritised above most other areas by this Government, despite the enormous pressures on all areas of public spending.
Some €1.37 billion will be spent in support of children with Special Educational Needs this year, which represents approximately 15% of my Department's budget.
Three hundred and sixty-five new Special Needs Assistant (SNA) posts and 480 resource teaching posts have been provided 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 and the total number of resource teaching posts to 6,705. Over 11,000 resource and learning support teaching posts are now available. This is the highest level of SNA and resource teaching allocations 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.
Student Grant Scheme Applications
Ceisteanna (523)
James Bannon
Ceist:523. Deputy James Bannon asked the Minister for Education and Skills if she will provide an update on the Student Universal Support Ireland application grant in respect of a person (details supplied) in County Longford. [5870/15]
Amharc ar fhreagraFreagraí scríofa
As part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service compliments the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. SUSI are responding to email queries within a matter of days.
I understand from information provided by the Deputy than the financial circumstances of the student referred to changed in 2014. As the Deputy may be aware, Article 32 of the Student Grant Scheme allows for the review of eligibility during the academic year if there is a permanent change in circumstance, relating to a number of events including a drop in reckonable income which is likely to obtain for the duration of the approved course or for the foreseeable future. The link in relation to requesting a review of a student application is http://www.susi.ie/Quicklinks/Appealing-your-grant-decision.aspx.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one she/he may appeal, in the first instance to SUSI.
Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted to the Independent Student Grants Appeals Board.
Departmental Expenditure
Ceisteanna (524, 525, 526, 527)
John Lyons
Ceist:524. Deputy John Lyons asked the Minister for Education and Skills the amount of funding her Department has spent on new school buildings in Dublin 9 and Dublin 11 since 2011; and if she will make a statement on the matter. [5872/15]
Amharc ar fhreagraJohn Lyons
Ceist:525. Deputy John Lyons asked the Minister for Education and Skills the amount of funding her Department has spent on additional accommodation in Dublin 9 and Dublin 11 since 2011; and if she will make a statement on the matter. [5873/15]
Amharc ar fhreagraJohn Lyons
Ceist:526. Deputy John Lyons asked the Minister for Education and Skills the amount of funding her Department has spent on emergency works in Dublin 9 and Dublin 11 since 2011; and if she will make a statement on the matter. [5874/15]
Amharc ar fhreagraJohn Lyons
Ceist:527. Deputy John Lyons asked the Minister for Education and Skills the amount of funding her Department has spent on pre-fabricated replacement in Dublin 9 and Dublin 11 since 2011; and if she will make a statement on the matter. [5875/15]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 524 to 527, inclusive, together.
The capital funding issued to Dublin schools (primary and post-primary) in the years 2011 to date is as follows:
New schools - €168.3m Additional Accommodation - €31mEmergency Works - €14.2m
Prefabricated Replacement Scheme - €7m
It is not possible to provide data in respect of an area or region within a county. However, if the Deputy wishes to nominate a specific school, I would be happy to provide the level of capital funding issued in such an instance.