Tuesday, 31 Mar 2015

Written Answers Nos. 543-561

School Patronage

Ceisteanna (543)

Jonathan O'Brien

Ceist:

543. Deputy Jonathan O'Brien asked the Minister for Education and Skills the way the divestment process will be progressed in 2015 and beyond. [12678/15]

Freagraí scríofa

Minister for Education and Skills

Four new multi-denominational primary schools are to open in September 2015 under the patronage divestment process. Three of these schools will operate under the patronage of Educate Together. The fourth school will be a Gaelscoil operating under the patronage of An Foras Patrúnachta. This development will bring to nine the number of new schools opened under the patronage divesting process to date. Discussions are continuing to take place with the main Catholic patrons to make further progress for 2016 and beyond.

School Patronage

Ceisteanna (544)

Jonathan O'Brien

Ceist:

544. Deputy Jonathan O'Brien asked the Minister for Education and Skills the date on which she will publish the White Paper on Patronage and Pluralism in Primary Education; and the reason for the delay. [12679/15]

Freagraí scríofa

Minister for Education and Skills

A follow-up paper to the Forum Report entitled 'Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions' was published on 1 July 2014. The paper gives an update on the progress made to date on implementing the Forum's recommendations on new schools, divesting of patronage, enrolment legislation and the development of programmes on Education about Religion and Beliefs and Ethics. The paper also outlines good practice and options for promoting diversity in schools.

Following publication of this paper, officials in my Department have continued to engage with stakeholders on these matters. In this context, I welcome the recent publication by the Catholic Schools Partnership of guidelines on good practice on inclusion in primary schools. The Department is continuing to progress the Forum's recommendations, including the patronage divestment process. The work to date and future directions were summarised in the paper published in July and, in light of this, I have no proposals to publish a White Paper.

School Curriculum

Ceisteanna (545)

Jonathan O'Brien

Ceist:

545. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide an update on the education about religion and beliefs curriculum development by the National Council for Curriculum and Assessment. [12680/15]

Freagraí scríofa

Minister for Education and Skills

The National Council for Curriculum and Assessment (NCCA) is developing a curriculum for Education about Religion and Beliefs (ERB) and Ethics for all primary schools, in line with the recommendations of the Forum on Patronage and Pluralism in the Primary sector The NCCA has developed a Consultation Paper which will form the basis of consultation with stakeholders. The consultation will involve engagement with patrons, education partners, schools, teachers and parents, beginning in the Summer term of 2015. The formats for consultation will include bi-lateral meetings, online surveys, written submissions, round table discussions and a consultation event. The NCCA aims to engage with as many stakeholders as possible to ensure balance in the development of a curriculum for ERB and Ethics.

School Staff

Ceisteanna (546)

Charlie McConalogue

Ceist:

546. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of primary schools that continue to have a concessionary post under the delivering equality of opportunity in schools scheme; and if she will make a statement on the matter. [12682/15]

Freagraí scríofa

Minister for Education and Skills

Budget 2012 provided for the phased withdrawal of approximately 428 posts allocated to some schools under disadvantage programmes prior to the introduction of DEIS in 2005. Due to conflicting reports of posts being lost in these schools, my Department produced a report on the impact of the withdrawal of these legacy posts from DEIS Band 1 and Band 2 Schools. Following the Government's decision of 21 February 2012 in the matter, a number of schools continued to retain disadvantaged legacy posts from previous disadvantage schemes on a year to year basis and only where warranted, based on the enrolment of the previous 30th September.

The criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. 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 arrangements for the 2015/16 school year are set out in Circular 0005/2015 which is available on the Department website. There are currently 144 disadvantaged legacy posts in 89 primary schools.

School Staff

Ceisteanna (547)

Charlie McConalogue

Ceist:

547. Deputy Charlie McConalogue asked the Minister for Education and Skills the reason a school (details supplied) in County Waterford is due to lose its concessionary post under the delivering equality of opportunity in schools scheme; if she will reconsider the notification which was sent by her Department to this school indicating that the concessionary post of 22 years' standing will be withdrawn; and if she will make a statement on the matter. [12684/15]

Freagraí scríofa

Minister for Education and Skills

Budget 2012 provided for the phased withdrawal of approximately 428 posts allocated to some schools under disadvantage programmes prior to the introduction of DEIS in 2005. Due to conflicting reports of posts being lost in these schools, my Department produced a report on the impact of the withdrawal of these legacy posts from DEIS Band 1 and Band 2 Schools. Following the Government's decision of 21 February 2012 in the matter, a number of schools continued to retain disadvantaged legacy posts from previous disadvantage schemes on a year to year basis and only where warranted, based on the enrolment of the previous 30th September.

The criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. 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 arrangements for the 2015/16 school year are set out in Circular 0005/2015 which is available on the Department website. I will arrange for the information sought by the Deputy in relation to the school to which he refers to be forwarded to him separately.

School Staff

Ceisteanna (548)

Charlie McConalogue

Ceist:

548. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of primary schools that have had concessionary posts under the Delivering Equality of Opportunity in Schools scheme subsumed into their main stream staffing numbers, as a result of becoming eligible for an additional teacher due to increased student numbers over the past three years; and if she will make a statement on the matter. [12685/15]

Freagraí scríofa

Minister for Education and Skills

Some 31 disadvantaged legacy posts were subsumed into mainstream staffing in the 2012/13 school year, 7 posts were subsumed in the 2013/14 school year and a further 7 were subsumed into mainstream staffing in the 2014/15 school year.Budget 2012 provided for the phased withdrawal of approximately 428 posts allocated to some schools under disadvantage programmes prior to the introduction of DEIS in 2005. Due to conflicting reports of posts being lost in these schools, my Department produced a report on the impact of the withdrawal of these legacy posts from DEIS Band 1 and Band 2 Schools. Following the Government's decision of 21 February 2012 in the matter, a number of schools continued to retain disadvantaged legacy posts from previous disadvantage schemes on a year to year basis and only where warranted, based on the enrolment of the previous 30th September. The criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. 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 arrangements for the 2015/16 school year are set out in Circular 0005/2015 which is available on the Department website.

State Examinations

Ceisteanna (549)

Pat Breen

Ceist:

549. Deputy Pat Breen asked the Minister for Education and Skills the reason the marking system for the junior and leaving certificate examinations has not changed since 1969; her plans to review the system, and in particular to round-up the percentages obtained to the nearest percentage; and if she will make a statement on the matter. [12695/15]

Freagraí scríofa

Minister for Education and Skills

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

State Examinations

Ceisteanna (550)

Pat Breen

Ceist:

550. Deputy Pat Breen asked the Minister for Education and Skills further to Parliamentary Question No 494 of 10 March 2015, the reason a reply has not issued to same; and if she will make a statement on the matter. [12696/15]

Freagraí scríofa

Minister for Education and Skills

It is my understanding that a response has now issued from the State Examinations Commission.

Grant Aid

Ceisteanna (551)

Jonathan O'Brien

Ceist:

551. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide a list of all non-governmental organisations in receipt of funding and grants from her Department in each of the past five years; and those not in receipt of such funding and-or grants in that period and that are bound by a service level agreement. [12700/15]

Freagraí scríofa

Minister for Education and Skills

Recipients of grant funding and other payments from my Department are not mainly indexed by whether the recipients have Non-Governmental Organisation (NGO) status. It is not, therefore, possible to provide a fully definitive listing of payments to NGOs over the past five years, without assigning very significant administrative resources to this task. However, the table attached, produced following a summary examination of payments made from the Department's financial management system, does provide details of bodies regarded as NGOs, or as having status analogous to NGOs, that were paid directly from the financial management system in the last five years. The listing does not include other bodies that may have received Departmental funding indirectly, e.g. from a body that itself is in receipt of direct Voted funding. While it is not possible in the time available to detail the specific nature of the funding and accounting arrangements in place between the bodies listed in the table and the Department, there would in general be a number of conditions attached to the receipt of Departmental funding. Such conditionality would generally take the form of requirements to comply with a range of criteria. These would include:

- Evidence of meeting scheme/programme eligibility requirements;

- Reporting of both projected and actual expenditure;

- Providing details of activity levels as well as qualitative assessments of activities or programme impacts;

- Various accounting terms and conditions, including required production of invoices received and paid and outlining services provided, retention of receipts, production of independently audited accounts. If the Deputy wishes to obtain further information regarding any of the bodies listed in the attached table I will arrange for this information to be provided.

Organisation - Name

ACAMH ASSOCIATION FOR CHILD AND ADOLESCENT MENTAL HEALTH

AGE ACTION IRELAND

ALLIANCE VICTIM SUPPORT GROUP

BARNARDOS

BELONG TO

BUSINESS IN THE COMMUNITY IRELAND

CAMARA

CENTRE FOR CROSS BORDER STUDIES

CHILDRENS BOOKS IRELAND

CINEMAGIC

CO-OPERATION IRELAND

COVENTRY IRISH SOCIETY

DUBLIN EMPLOYMENT PACT

EUROPEAN AGENCY FOR DEVELOPMENT IN SPECIAL NEEDS EDUCATION

EUROPEAN ASSOCIATION FOR INTERNATIONAL EDUCATION

EUROPEAN MOVEMENT IRELAND

FOCUS IRELAND

GLEN

GLOR NA NGAEL

HARINGEY IRISH CULTURAL AND COMMUNITY CARE

HOLOCAUST EDUCATIONAL TRUST OF IRELAND

INSTITUTE OF INTERNATIONAL AND EUROPEAN AFFAIRS

IRISH COMMUNITY CARE

IRISH COUNCIL FOR OVERSEAS STUDENTS

IRISH IN BRITAIN

IRISH NATIONAL ORGANISATION OF THE UNEMPLOYED

IRISH SURVIVORS OF CHILDHOOD ABUSE (SOCA)

IRISH SURVIVORS OF INSTITUTIONAL ABUSE INTERNATIONAL

JUSTICE AND HEALING FOR INSTITUTIONAL ABUSE

LONDON IRISH CENTRE CHARITY

NALA NATIONAL ADULT LITERACY AGENCY

RASP LTD

RIGHT OF PLACE

SAOL PROJECT LTD

THE PUSHKIN TRUST

WASHINGTON IRELAND PROGRAMME

Residential Institutions Data

Ceisteanna (552)

Jonathan O'Brien

Ceist:

552. Deputy Jonathan O'Brien asked the Minister for Education and Skills the names of groups for survivors of abuse in residential institutions that were funded by her Department during the period 2001 to 2013; and the level of funding allocated to each group during that time. [12701/15]

Freagraí scríofa

Minister for Education and Skills

The information requested by the Deputy is detailed in the table.

Amount of Funding paid to Irish and UK Survivor Groups from 2001 to 2013.

Converted from £IR

Irish Groups	2001	2002	2003	2004	2005	2006	2007	2008	2009	2010	2011	2012	2013	Total
Right of Place 1	€269,971.71	€149,423	€135,381	€124,783	€127,904	€52,690	€89,280	€87,998	€75,944.76	€44,616.54	€22,115.95	€18,795.81	€12,333.58	€1,211,237
SOCA UK	€80,895.01	€33,206	€48,283	€41,412	€22,513	€30,000	€38,979	€23,817	€33,757.03	€531.12	€0.00	€0.00	€0.00	€353,393
Alliance 2	€20,315.81	€19,046	€9,927	€19,455	€20,000	€25,000	€20,000	€23,000	€23,000.00	€20,000.00	€5,000.00	€1,400.00	€8,970.25	€215,114
Right to Peace	€0.00	€12,000	€12,920	€6,420	€4,108	€3,000	€8,072	€1,574	€7,110.74	€11,000.00	€2,650.00	€2,600.00	€3,231.81	€74,687
Irish SOCA 3	€0.00	€0	€0	€0	€0	€9,000	€534	€483	€33,542.89	€318.13	€7,323.81	€4,741.54	€4,137.16	€60,081
JHIA 4	€0.00	€0	€0	€0	€0	€0	€0	€0	€0.00	€500.00	€0.00	€0.00	€0.00	€500
ISIAI 5	€0.00	€0	€0	€0	€0	€0	€0	€458	€765.77	€1,949.61	€5,351.23	€5,000.00	€5,000.00	€18,524
TSIA 5	€0.00	€0	€0	€0	€0	€0	€0	€456	€764.82	€1,112.00	€0.00	€0.00	€0.00	€2,333
Totals	€371,182.53	€213,675.00	€206,511.00	€192,070.00	€174,525.00	€119,690.00	€156,864.80	€137,786.17	€174,886.01	€80,027.40	€42,440.99	€32,537.35	€33,672.80	€1,935,869
N.O.V.A. 6	€133,546.62	€165,000.00	€188,000.00	€192,000.00	€209,000.00	€0.00	€99,281.39							€986,828.01
UK Groups 7	€217,204.52	€547,690	€604,888	€595,004	€590,222	€602,000	€583,735	€453,483	€294,422	€289,809	€227,631	€271,461	€187,688	€5,465,237
Overall Total	€721,933.67	€926,365.00	€999,399.00	€979,074.00	€973,747.00	€721,690.00	€839,881.19	€591,269.17	€469,307.57	€369,836.40	€270,072.35	€303,997.94	€221,360.62	€8,387,933.91

1 Includes payments to City of Cork VEC for the services of a co-ordinator to support and manage the funding on behalf of this Department.

2 Funding paid to Alliance in 2013 relates to some expenditure in 2012.

3 SOCA (Survivors of Child Abuse) 2013 figure includes € 394.26 paid in January 2014 in respect of 2013.

4 JHIA (Justice and Healing for Institutional Abuse).

5 These two groups, ISIAI & TSIA (Irish Survivors of Institutional Abuse International & True Survivors of Institutional Abuse) amalgamated in 2011.

6 National Office of Victims of Abuse (2006 allocation paid in 2007).

7 The UK Groups funding included funding for the Federation of Irish Societies and for individual outreach centres in Manchester, Coventry, Sheffield (up to 2009) and London (Camden) and London (Haringey up to 2010).

School Accommodation Provision

Ceisteanna (553)

Mattie McGrath

Ceist:

553. Deputy Mattie McGrath asked the Minister for Education and Skills if she will address the child protection and financial concerns outlined in correspondence (details supplied); and if she will make a statement on the matter. [12703/15]

Freagraí scríofa

Minister for Education and Skills

I can confirm that the school to which the Deputy refers submitted a major application for a new school building in November 2013. The current status of all applications, including for the school in question, may be viewed on my Department's website at www.education.ie To facilitate the provision of a new school for the school in question a greenfield site will be required. In that regard, my Department has recently initiated the process of identifying a site for the school concerned. I am also aware that the school concerned, in support of its application for new accommodation, referred to possible child protection issues and financial concerns. My Department intends to make contact with the school shortly in relation to these matters.

School Accommodation Provision

Ceisteanna (554)

Charlie McConalogue

Ceist:

554. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will prioritise the extension of a school (details supplied) in County Dublin, and make funding available immediately to ensure the extension can be carried out in an effort to ensure the provision of secondary school places in the school; and if she will make a statement on the matter. [12705/15]

Freagraí scríofa

Minister for Education and Skills

The building project referred to by the Deputy is included in the Five Year Construction Programme to proceed to Tender and Construction. The original design team appointed to the project had reached completion of Stage 1 of Architectural Planning. As part of that work and following an assessment of the current accommodation, it was agreed by the Department that extensive additional refurbishment works to the existing school would also be required. The Department approved a significant increase in the scope of works for the project to incorporate those refurbishment works. Arising from this expansion in the scope of works it was necessary to commence a tender exercise for the appointment of a new design team to take the project forward from this point. This process, which was conducted by the ETB, has been completed and the new Design Team have been authorised to proceed to Stage 2A of Architectural Planning - Developed Design. Upon successful completion of Stage 2A the project will then progress to complete Stage 2B - Detailed Design, which includes the application for statutory approvals and the preparation of Tender Documents for Contractors. Following completion of stage 2(b) the project will then be progressed to tender and construction. The Department met with representatives of the ETB earlier this month regarding progression of the project.

Child Abuse

Ceisteanna (555)

Sandra McLellan

Ceist:

555. Deputy Sandra McLellan asked the Minister for Education and Skills in view of the judgment in a case (details supplied), if she will confirm if others are eligible to be included in any further redress in respect of pupils who were abused in schools; and if she will make a statement on the matter. [12707/15]

Freagraí scríofa

Minister for Education and Skills

On 16th December 2014, I announced details of the Government's decision to authorise the State Claims Agency (SCA) to seek to settle claims of school child sexual abuse that come within the parameters of the European Court of Human Rights (ECHR) judgment and satisfy the Statue of Limitations. At that time I noted that there was a group of school abuse cases which had not been progressed for a number of reasons, including those which might have been discontinued after receiving letters from the SCA. I asked the SCA to review these cases to clarify the exact position as to whether the cases had been formally discontinued or not. The SCA has completed its review and my Department is considering its report. I expect to be in a position to report to Government on this matter shortly at which time the Government will consider whether any measures will be taken in relation to these cases. As I have outlined previously, due to a lack of available information in relation to the precise circumstances of the 45 cases current at the time of the ECHR judgment in January 2014 it is not possible to say in how many of these cases settlements will be offered. Since then a number of new cases have also been initiated or have sought to join the State to existing proceedings. The SCA will engage with the solicitors in these cases also. It is likely that there will be cases that will not come within the terms of the ECHR Decision.

Residential Institutions Redress Scheme

Ceisteanna (556)

Jonathan O'Brien

Ceist:

556. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide an update on the negotiations for the transfer of school infrastructure owned by 18 religious orders, as cited in the Ryan report. [12708/15]

Freagraí scríofa

Minister for Education and Skills

My Department is continuing to engage with the congregations in relation to their property offers made in the aftermath of the publication of the Ryan Report. The transfer of the properties offered thus far are being progressed. Whilst progress is being made in this matter, no properties have as yet been fully transferred. The Residential Institutions Statutory Fund Act 2012 included provisions enabling the congregations to transfer properties to the State as contributions towards the cost of redress. As I explained to the Deputy in response to a previous Parliamentary Question the position as regards the proposed transfer of school infrastructure is that 4 congregations who own some school infrastructure have expressed a willingness to enter into discussions, which are likely to be over an extended period and outside of the redress arrangements.

National Literacy and Numeracy Strategy

Ceisteanna (557)

Jonathan O'Brien

Ceist:

557. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to review guidance issued to schools as part of the national literacy and numeracy strategy in order to increase the length of time spent on literacy and numeracy in schools to 120 minutes, as promised in the programme for Government. [12833/15]

Freagraí scríofa

Minister for Education and Skills

As part of the Literacy and Numeracy Strategy (2011), the National Council for Curriculum and Assessment was asked to issue guidance on a revised time allocation for subjects in the primary school curriculum that would provide increased time for literacy and numeracy advice. That advice is due in 2016. More generally, I have asked my officials to bring forward the review the Literacy and Numeracy Strategy to 2015 from 2016 in view of the significant progress made in meeting the targets set in the Strategy in 2011. With effect from January 2012 and in line with the Literacy and Numeracy Strategy, all primary schools are required to spend 6.5 hours for infants (with a shorter day), and 8.5 hours per week for students with a full day on the development of literacy skills, particularly in the first language of the school. At post-primary level circular 25/12 emphasises that literacy and numeracy are cross-curricular skills which can be supported across the curriculum. It also provides that students should have access to an English lesson every day and that in addition, students in Irish-medium schools should have access to an Irish lesson every day.

School Curriculum

Ceisteanna (558)

Jonathan O'Brien

Ceist:

558. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to introduce comprehensive literacy planning for all classes in schools. [12834/15]

Freagraí scríofa

Minister for Education and Skills

All schools are required (Circulars 0039/2012 primary and 0040/2012 post-primary) to engage in planning for improvement in the areas of literacy and numeracy as part of the school self-evaluation process. This planning requires schools to gather information about current outcomes and to use this evidence to set targets for improvement. This is done on a whole-school basis with a focus on changing teaching and learning in all classrooms. While the improvement plan is developed at whole-school level, it should be implemented in every class and across all subjects at post-primary level. All primary teachers are required to engage in individual long-term and short-term planning for their classes across all subject areas of the curriculum, including Irish and English.

Literacy Levels

Ceisteanna (559)

Jonathan O'Brien

Ceist:

559. Deputy Jonathan O'Brien asked the Minister for Education and Skills the way in which her Department analyses literacy outcome data trends. [12835/15]

Freagraí scríofa

Minister for Education and Skills

My Department participates in a number of surveys at primary and second level both at a national and international level. The 2014 National Assessments of English Reading and Mathematics were the eighth in a series which began in 1972. These, and the 2009 assessments involve the parallel testing of mathematics and English reading achievement of Second and Sixth Class pupils. Achievement data are complemented by contextual data obtained from questionnaires completed by school principals, teachers, parents and pupils. Ireland currently participates in two large international assessments of achievement that relate to literacy.

Primary Level:

Progress in International Literacy Study (PIRLS) - Assesses Fourth class pupils

PIRLS is an international study of Fourth class pupils' reading literacy which takes place every five years. It was first conducted in 2001. Ireland took part for the first time in 2011, when 325,000 pupils in 49 countries were assessed. As well as paper-based tests, a new feature of PIRLS 2016 is an assessment of literacy in a computer-based environment (ePIRLS).

Post-Primary Level:

The Programme for International Student Assessment (PISA) - Assesses 15/16 year olds

PISA is implemented every three years, starting in 2000. The subject areas or 'domains' assessed by PISA are reading, mathematics and science. In each cycle of PISA, one of these subjects is the main focus ('major domain') of the assessment, with less emphasis placed on the remaining subjects ('minor domains'). Occasionally, additional domains are assessed. For example, creative problem solving was a minor domain in 2012.

The results of the tests are compiled into an international report which compare performance against the previous results and against other participant countries. A national report look at our own results in more detail. The data is further analysed and further thematic reports are produced.

Educational Disadvantage

Ceisteanna (560, 561)

Jonathan O'Brien

Ceist:

560. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to develop a strategy that clearly outlines the future strategic direction of supports for educational disadvantage. [12836/15]

Jonathan O'Brien

Ceist:

561. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on the future of the Delivering Equality of Opportunity in Schools Scheme; and if she will make a statement on the matter. [12837/15]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 560 and 561 together. A report on Learning from the Evaluation of DEIS commissioned in 2014 is currently nearing completion and I expect to receive the report shortly. I understand that 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 Educational Research Centre and my Department's Inspectorate. It will also review other related Irish and International research on educational disadvantage. The report assesses the main findings of this research and will provide advice to inform future policy direction in relation to educational disadvantage including DEIS. I look forward to receiving the report.