Written Answers Nos. 188-198
188. Deputy Regina Doherty asked the Minister for Education and Skills the reason a school (details supplied) in County Meath has, under the national school building programme, received funding to build a new extra classroom to allow for more places for children to be offered-allocated, but due to lack of funding, there is no teacher availability to teach the extra children; and if she will make a statement on the matter. [17988/15]
Amharc ar fhreagraThe school referred to by the Deputy was approved a devolved grant in March 2013 to build four additional classrooms to cater for demographic growth. This project, when completed, will provide accommodation for a staffing level of 24 mainstream teachers in the school. The school is recognised as a 3-stream school by my Department i.e. with capacity for 24 mainstream classes. The school has been approved a developing teaching post from September 2015 based on its projected enrolment and will have 24 mainstream teachers when the developing post holder has been recruited.
I understand that the building project is currently under construction and that the accommodation is expected to be ready for occupation in September 2015.
189. Deputy Martin Heydon asked the Minister for Education and Skills when she will provide an update on the review of secondary school places for the Kildare South area; her plans to address the current shortage of places in the Newbridge area, County Kildare; and if she will make a statement on the matter. [18017/15]
Amharc ar fhreagraMy Department is currently carrying out a nationwide demographic exercise to determine where additional post-primary school places might be needed from 2017 onwards. This includes an examination of the Kildare South area. On foot of this review, arrangements will be made to provide additional post-primary accommodation where this is needed. In the meantime, as previously advised, a building project to provide for additional post-primary school places in Newbridge is at tender stage.
190. Deputy Terence Flanagan asked the Minister for Education and Skills if an increase of educational funding will be allocated to the areas of science and mathematics (details supplied); and if she will make a statement on the matter. [18027/15]
Amharc ar fhreagraAt primary level I have prioritized work in mathematics. At post primary, I have prioritised work in both mathematics and science. I will summarise the work that is currently in hand.
In fact, this year at primary level, the NCCA is developing draft components of a new Primary Mathematics curriculum for junior infants to 2nd class to support their consultation process in this area. Work on the review of primary science will happen at a later stage since the review of all aspects of the primary curriculum is being done on a phased basis.
In January this year, I launched the performance report on the 2014 National Assessments of English and Reading and Mathematics which was prepared by the Educational Research Centre. Their study of 8000 pupils in 150 primary schools found that overall performance in reading and mathematics in second and sixth classes was significantly higher than for the 2009 assessments. These are the first significant improvements in over 30 years. Such improvements are to be welcomed.
Significant system developments have been introduced in the primary school system to promote teaching and learning in Mathematics for boys and girls including standardised national assessments of reading and mathematics introduced in 2007. These now happen at 2nd, 4th and 6th classes; the National strategy to improve literacy and numeracy introduced in 2011 and School self-evaluation guidelines for primary schools published in 2012.
TIMSS (Trends in International Mathematics and Science Studies) is a project of the International Association for the Evaluation of Educational Achievement (IEA). It is designed to assess the mathematics and science achievement of fourth class pupils. In 2011, Ireland took part in TIMSS for the first time since 1995.
There are many initiatives in place to promote interest in science and mathematics. Scoilnet is the Department of Education and Skills (DES) official portal for Irish education. The website is managed by Professional Development Service for Teachers (PDST) in Education on behalf of the DES. The Sci-Spy Initiative which is a section of this website is aimed at primary students in 5th and 6th classes.
Science Week Ireland is an annual event established to promote the relevance of science, technology, engineering and maths (STEM) in our everyday lives. It is coordinated by SFI Discover, the education-outreach programme of Science Foundation Ireland, who also help fund Engineers Week.
In relation to post-primary, Dr Travers, in his February report, recommended that implementation of Junior Cycle science be postponed from September 2015 to September 2016. Currently over 90% of students take Junior Cycle science. It is expected that the vast majority will continue to do so. A range of comprehensive continuing professional development (CPD) will be provided for teachers of junior cycle science through the dedicated JCT service.
The NCCA has provided me with new specifications for Leaving Certificate Physics, Chemistry and Biology. The NCCA has notified the Department that before the specifications are made available to all schools that it, working with the SEC and my Department, will trial, in particular the proposed new practical examinations.
Work is currently underway on revising Leaving Certificate Agricultural Science and Applied Mathematics.
New syllabuses are in place at both junior and senior cycles for Mathematics, often called "project mathematics". Since 2010, the Project Maths Development Team, www.projectmaths.ie, a support service funded by my Department provides a range of professional development supports including workshops, and resources for 6,000 post-primary teachers of mathematics across the country.
Since 2012, the Professional Diploma in Mathematics for Teaching, a blended learning, two year part-time programme Professional Diploma in Mathematics for Teaching has been made available nationwide and free of charge, to assist 'out-of-field' teachers to acquire skills for effective mathematics teaching and to register with the Teaching Council as teachers of mathematics at post-primary level. The programme, provided by a consortium led by the University of Limerick, is being made available again in September 2015. Some 800 teachers are involved in this initiative. The first cohort graduated in 2104.
It is heartening to know that the number of students in recent years presenting for Higher Level in both the Junior Certificate and in the Leaving Certificate mathematics has been increasing.
Support is also available at primary and post primary level through the Professional Development Service for Teachers in the science and mathematics area.
All of these initiatives have given our students the skills and confidence, if they choose, to continue their studies in these areas in Higher Education.
191. Deputy Thomas Pringle asked the Minister for Education and Skills the reason a person (details supplied) in County Donegal was refused resource hours; if she is aware that parents are paying privately to have their children assessed when there is no National Educational Psychological Service available in the school, which is the case for a school (details supplied) in County Donegal; and if she will make a statement on the matter. [18028/15]
Amharc ar fhreagraI wish to firstly advise the Deputy that the school in question is currently assigned a National Educational Psychological Service (NEPS) psychologist.
In common with many other psychological services, NEPS encourages a staged assessment process, whereby each school takes responsibility for a pupil's initial assessment, educational planning and remedial intervention in consultation with their assigned NEPS psychologist. Only if there is a failure to make reasonable progress in spite of the school's best efforts, will a child be referred for individual psychological assessment. It is the responsibility of the school Principal in the first instance to identify and prioritise pupils for assessment under the process described above.
If a parent has concerns in this regard they should be raised with the school Principal in the first instance who can contact NEPS Regional Office for clarification if necessary.
I wish to advise the Deputy also that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teaching support to schools to support children with low incidence special educational needs, as defined by my Department's Circular SpEd 02/05.
The NCSE operates within my Department's criteria in allocating such support.
All schools have been asked to apply to the NCSE for resource teaching support for the 2015/16 school year by 18th March, 2015.
The NCSE will consider all applications which have been made by schools, following which allocations will be made to qualifying schools. 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.
In circumstances where a parent or school wishes to make an appeal against a refusal by the NCSE to allocate resource teaching hours to a school on behalf of a child, in accordance with my Departments criteria, they may make an appeal in accordance with the procedures set out by the NCSE. These are available on the NCSEs website at www.ncse.ie.
It should also be noted that all Primary schools have been allocated additional teaching resources to cater for children with high incidence special educational needs through the General Allocation Model of additional teaching supports.
It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. The teaching time afforded to each individual pupil is decided and managed by schools, taking into account each child's individual learning needs.
192. Deputy Michael Fitzmaurice asked the Minister for Education and Skills the reason applications to the National Council for Special Needs Education for resource teaching hours on behalf of students with special education needs that miss the March 2015 deadline because schools are waiting for the relevant documentation from health care professionals cannot be processed until October 2015; her views that in such circumstances, it is unacceptable that students with special education needs and their teachers should have to forgo the resource teaching hours to which they are entitled for almost 25% of the school year as a direct result of administrative inflexibility; her views that it should at least be possible to have such late applications processed and the applicable resource teaching hours allocated in time for the students' return from the summer break; and if she will make a statement on the matter. [18033/15]
Amharc ar fhreagraThe Deputy will be aware that in recent years the National Council for Special Needs Education (NCSE) Resource Teaching allocation process has operated as an annual allocation process, whereby schools are asked to submit all of their resource teaching applications to the NCSE by March of each year, and then receive details of their resource teaching allocations for the coming school year before the end of the current school year.
This provides certainty to schools regarding the resources which they will have in place for the coming school year and allows schools to undertake the necessary planning and development work.
Where schools have been unable to submit some of their applications in time to meet the March application process deadline, the NCSE provides for a second round application process in October of each year. After this point the allocation process for the school year will have been effectively been completed, other than in respect of a small number of exceptional or emergency cases.
Where schools may be awaiting a response in respect of an applications pending for the second round application process they should provide additional teaching support for any child requiring such support from the totality of their resource teaching and learning support allocation, pending the completion of any application.
The Deputy will be aware that the National Council for Special Education (NCSE) has recommended the development of a new model for delivering teaching resources to schools to support students with special needs.
Through consultations, there was a broad welcome for the proposed new model from Parents, disability groups, schools and stakeholders. However, there has not been sufficient time to address all of the concerns which have been raised in advance of the 2015 school year.
My Department is, however, continuing to develop the new allocation model for schools and is currently working to devise a pilot of the new model. Issues regarding any adjustments to the existing allocation process will therefore be considered in the context of the development of a new allocation model.
193. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding an application for a resource teacher in respect of a child (details supplied); and if she will make a statement on the matter. [18054/15]
Amharc ar fhreagraI wish to advise the Deputy that, in primary schools, additional teaching supports for pupils with special education needs are provided through two channels.
Under the terms of the General Allocation Model (GAM) of teaching supports, schools are resourced to cater for pupils whose educational psychological assessment places them in the high incidence, or less complex, disability category. All mainstream Primary schools have been allocated additional teaching resources under the GAM to cater for children with high incidence special educational needs.
Separately, the National Council for Special Education (NCSE) allocates additional resource teaching hours to schools for children who have been assessed within the low incidence, or more complex, category of special need, as defined by my Department's Circular Sp Ed 02/05. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department.
It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. The teaching time afforded to each individual pupil is decided and managed by schools, taking into account each child's individual learning needs.
Should a parent be dissatisfied with the manner in which the resources or facilities which have been provided to support their child's education are being applied in school, they should raise this matter directly with their school Principal or the Board of Management of the school.
All schools have been asked to apply to the NCSE for resource teaching and SNA support for the 2015/16 school year by 18th March, 2015.
The NCSE will consider all applications which have been made by schools, following which allocations will be made to qualifying schools.
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.
194. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil sé i gceist aici airgead breise a cheadú do Scoil Bhaile Nua (uimhir rolla 15331H) de bharr costas breise a bheith orthu i dtaca leis an togra tógála atá idir lámha acu a chur i gcrích, rud a eascraíonn as na rialacha nua tógála a chuir an Rialtas seo ar bun; agus an ndéanfaidh sí ráiteas ina thaobh. [18063/15]
Amharc ar fhreagraI mí Lúnasa 2014, ceadaíodh deontas déabhlóidithe do Scoil Bhaile Nua faoi Scéim Chóiríochta Breise mo Roinne chun rangsheomra príomhshrutha breise amháin agus leithreas d'úsáideoirí cuidithe a chur ar fáil.
Chuir an tÚdarás Scoile iarratas faoi bhráid le déanaí ar mhaoiniú breise chun cloí le Teastais um Shábháilteacht Dóiteáin agus Rochtain do Dhaoine faoi Mhíchumas. Táthar tar éis a iarraidh ar an Údarás Scoile tuilleadh eolais a chur ar fáil maidir leis an leibhéal cóiríochta atá molta agus a luaithe is a fhaighfear an t-eolas seo breithneofar an t-iarratas ar mhaoiniú breise.
195. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén fáth nach bhfuil áit ar bhord nua na Comhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) d’ionadaí ó eagraíocht na scoileanna Gaeltachta, ag cur i gcuntas an tábhacht a bhaineann leis an scolaíocht Ghaeltachta do leanaí na Gaeltachta agus don teanga; an bhfuil sé i gceist aici athbhreithniú a dhéanamh ar an gceist seo; agus an ndéanfaidh sí ráiteas ina thaobh. [18065/15]
Amharc ar fhreagraTá meas agam ar an dtuiscint agus ar an dtaithí a thugann ionadaithe na scoileanna Gaeltachta go COGG agus an ról atá tar éis a bheith acu maidir leis an obair chuimsitheach atá déanta ag COGG ó bunaíodh í sa bhliain 2002.
I gcomhthéacs an bhunaithe do bhord nua COGG tá roinnt deiseanna ann do scoileanna Gaeltachta ionadaíocht a fháil trí Údarás na Gaeltachta agus trí na trí cheardchumann do mhúinteoirí.
196. Deputy Eoghan Murphy asked the Minister for Education and Skills further to Parliamentary Question No. 560 of 24 February 2015, her plans to progress the change mooted by her predecessor so that Irish expatriate citizens and their children, who are also citizens, are not penalised in terms of restrictions to access free-fee university education, in view of the fact that they had left the country for work reasons during the recession, as having to be back here for three out of five years of secondary education, as is currently the case, is too restrictive and unfair, in view of the developments in the economy since 2007. [18066/15]
Amharc ar fhreagraAs outlined previously to the Deputy where undergraduate students do not qualify for free fees funding under the Free Fees Initiative they must pay the appropriate fee - either EU or Non-EU, as determined by each higher education institution. Higher education institutions are autonomous bodies and the level of fee payable by students who do not meet the requirements of the free fees scheme, including the residency requirement, is a matter for the relevant institution. Due to concerns raised in relation to the fact that in some cases the higher non-EU fee was being charged to students who had EU/EEA/Swiss nationality but did not meet the residency clause for free fees, the previous Minister requested that higher education institutions charge the more moderate EU fee to such students who have completed at least five academic years of study (primary or post-primary level) in Ireland/EU/EEA/Switzerland.
There are no plans to amend the residency requirement of the Free Fees Initiative at present.
197. Deputy Brendan Smith asked the Minister for Education and Skills the stage at which a proposed building project in respect of a school (details supplied) in County Cavan is at; when this project will proceed to the next stage; the likely timeframe for construction; and if she will make a statement on the matter. [18098/15]
Amharc ar fhreagraThe project to provide permanent accommodation for the school to which the Deputy refers is currently at Stage 2a (Developed Design) of the architectural planning process.
A tender exercise for a replacement Consultant Mechanical and Electrical Engineer has become necessary in order to complete the stage 2(a) design. This tender exercise is currently in progress and the closing date for receipt of tenders is the 12th May 2015.
When Stage 2a of the project is fully completed, and subject to no other issues arising, the project will progress to Stage 2b (Detailed Design). Planning Permission, Fire Safety Certification, Disability Access Certification have been obtained for this project. Stage 2(b) will also include the completion of tender documents.
Due to competing demands on my Department's capital budget, imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements, it was not possible to include this project in the 5 year construction programme announced in March 2012.
School building projects, including the project referred to by the Deputy, which have been initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to my Department in the future.
198. Deputy Eoghan Murphy asked the Minister for Education and Skills the cost to the Exchequer of the payment of increments to all public sector staff under her remit per year since 2008. [18331/15]
Amharc ar fhreagraThe information requested by the Deputy is not readily available as it is not possible to easily isolate salary adjustments due to increments from other salary adjustments and to obtain this information from across the education sector. To obtain the financial information requested would require a disproportionate amount of effort relative to the resources available.
