Written Answers Nos. 107-115
107. Deputy Brendan Ryan asked the Minister for Education and Skills if the technical group established in 2015 to establish the eligibility criteria that are appropriate to re-identify the level of need in schools in relation to the DEIS programme has completed this work and its conclusions; and if he will make a statement on the matter. [29028/16]
Amharc ar fhreagra108. Deputy Brendan Ryan asked the Minister for Education and Skills if the interdepartmental group established in 2015 to consider the roles of different Departments in delivering DEIS in a joined-up way has completed this work and its conclusions; and if he will make a statement on the matter. [29029/16]
Amharc ar fhreagra109. Deputy Brendan Ryan asked the Minister for Education and Skills when he will publish the review of DEIS, which was noted in his Action Plan on Education as a strategy pending publication; and if he will make a statement on the matter. [29030/16]
Amharc ar fhreagra110. Deputy Brendan Ryan asked the Minister for Education and Skills his plans to implement recommendations arising from the review of DEIS in advance of the start of the next school year; and if he will make a statement on the matter. [29031/16]
Amharc ar fhreagra111. Deputy Brendan Ryan asked the Minister for Education and Skills if the action plan for educational inclusion announced in the programme for Government will be published by May 2017; the progress to date on this matter; the consultations commenced in respect of this; and if he will make a statement on the matter. [29032/16]
Amharc ar fhreagra112. Deputy Brendan Ryan asked the Minister for Education and Skills if his approach in a reform of the DEIS programme will be to expand the overall number of schools participating in the programme; if he will change the classification of individual schools; and if he will make a statement on the matter. [29033/16]
Amharc ar fhreagraI propose to take Questions Nos. 107 to 112, inclusive, together.
In reply to the Deputy's questions on the DEIS Review Process, I wish to advise him that the review is nearing completion and it is my intention to publish a new Action Plan before the end of this year.
The review is looking at all aspects of DEIS, including the range and impact of different elements of the School Support Programme, particularly the scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
As I have already announced, among the measures to be included in the plan are a series of pilot schemes aimed at introducing measures which have been shown to work well in improving results for disadvantaged children and students. The plan is expected to include targeted measures in the areas of:
- Supporting school leadership. We are lucky in Ireland to have exceptionally strong school principals in disadvantaged schools – even small improvements in supports for and retention and performance of school leaders in these schools can have a dramatic impact on outcomes:
- Networks and clusters for DEIS teachers and schools – including greater supported self-evaluation. Stronger networks of peer groups for teachers can help develop new methods and improve outcomes
- Teaching methodologies. There is evidence that, for example, changing the way literacy is taught to children who struggle can achieve major improvements in results
- Explore ways in which the work of schools could be better integrated with other state supports within the community
The results of pilot programmes will be carefully monitored before any decisions around mainstreaming are considered.
Also under consideration is the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in a new programme to tackle educational disadvantage. The number of schools to be included in the programme will be determined by this proposed new identification process which will assess all schools in the country, including those not currently participating in DEIS.
The Review process has included extensive stakeholder consultation, in particular engagement with relevant education partners.
The work undertaken by the Technical and Advisory Group is ongoing and its outcome will form part of the Action Plan, when published.
It is envisaged that actions arising from a new Action Plan for Educational Inclusion plan will be implemented in the 2017/2018 school year.
Further details on the Review Process and the groups involved are available at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
113. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding a school (details supplied) in County Kerry; and if he will make a statement on the matter. [29037/16]
Amharc ar fhreagraThe 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 school referred to by the Deputy had an enrolment of 55 on 30th September 2015. This allows for a mainstream staffing of 3 teachers - Principal and 2 classroom teachers - for the 2016/17 school year. There has been no change to the staffing of the school since last year.
Staffing arrangements for the 2017/18 school year have not yet been finalised. They will be published early in 2017 and at that stage, schools will be able to establish their staffing for the following school year.
114. Deputy Bernard J. Durkan asked the Minister for Education and Skills when school transport can be facilitated in the case of a person (details supplied); and if he will make a statement on the matter. [29043/16]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2015/16 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest Post Primary School/Education Centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann, which operate school transport on behalf of my Department, has advised that the child in question is not attending her nearest post primary school and is therefore not eligible for school transport under the terms of the scheme.
As more children choose to attend their nearest schools, services may be established with pick-up points designed around the home addresses of these eligible children. Families who choose to send their children to schools other than their nearest diminish the chance of a service being established to their nearest school.
The terms of the Post Primary School Transport Scheme are applied equitably on a national basis.
115. Deputy Ruth Coppinger asked the Minister for Education and Skills if his attention has been drawn to the concerns related to building regulations and safety in a library (details supplied) in view of the important role a library plays in a third level institution that is a college of education and the humanities; if his Department will provide capital funding to aid the development of the library; and if he will make a statement on the matter. [29046/16]
Amharc ar fhreagraThe Department of Education and Skills has been made aware of the challenges faced by the third level institution in question with respect to its current library facilities.
There are many competing demands on the limited capital budget for higher education and the library development proposal will be considered within the context of competing demands. I am not in a position to commit to a funding allocation at this point.
