Written Answers Nos. 186-207
186. Deputy Eamon Scanlon asked the Minister for Finance the details of vacant sites, properties and land owned by his Department or by bodies and agencies under the aegis of his Department, in the Dublin City Council area; and if he will make a statement on the matter. [36221/16]
Amharc ar fhreagraIn response to the Deputy's query I would like to advise that, as the Office of Public Works (OPW) manages and maintains the State's property portfolio, the Minister with responsibility for the OPW is better placed to advise you on the details of properties managed by that Office.
In respect of the bodies under the aegis of my Department I have been advised that:
1. IBRC (in Special Liquidation) owns a licensed premises in Temple Bar. This was historically in the ownership of Anglo Irish Bank and the Special Liquidators have advised that it will be placed on the market in early 2017.
2. NAMA has ownership of a number of sites which fall within the Dublin Docklands SDZ. However, due to continuing development within the Docklands SDZ, these are all active sites, which form part of the Agency's ongoing engagement with Dublin City Council.
187. Deputy Éamon Ó Cuív asked the Minister for Finance the cost of the home carer's tax allowance for the past year for which there are statistics; the maximum allowance per taxpayer; the total amount a full-time carer could earn and retain the full allowance; the number of persons in receipt of the allowance broken down by county or tax district; and if he will make a statement on the matter. [36281/16]
Amharc ar fhreagraI am advised by Revenue that in 2014, the most recent year for which figures are available, the maximum amount of home carer tax credit available was €810 and the overall cost to the Exchequer for this credit was an estimated €60.9 million, in respect of 80,900 recipients. In 2016 the home carer tax credit was increased to €1,000 and I announced in the recent Budget that the credit will increase to €1,100 with effect from January 2017.
The Home Carer credit may still be claimed where the home carer has a certain amount of income in his or her own right. The full tax credit is due if the Home Carer's income is less than a threshold amount. This threshold was increased to €7,200 with effect from 2016, from a lower limit of €5,080 which applied in prior years including 2014. Where the home carer's income exceeds the threshold, the credit is withdrawn on a tapered basis, with €1 of the credit being withdrawn for each additional €2 earned by the home carer.
Therefore, in 2014 and 2015, a portion of the home-carer credit was due where the home carer's income was between €5,080 and €6,700. For example: In 2014 if the home carer had income of €6,000, the home carer tax credit due would have been €350. This is calculated by reducing the full credit of €810 by one-half of the income earned in excess of the €5,080 threshold: i.e. €6,000 - €5,080 = €900 / 2 = €460. €810 - €460 = €350 credit due.
For 2016, as a result of the increased credit of €1,000 and the higher income threshold of €7,200, a portion of the home-carer credit is due where the home carer's income is between €7,200 and €9,200. In 2017 a portion of the home-carer credit of €1,100 will be due where the home carer's income is between €7,200 and €9,400.
The following table contains a breakdown for the figures for 2014. The numbers provided represent income earners who were in a position to absorb at least some of the home carer tax credit and thereby give rise to an Exchequer cost. They do not include the number of potential claimants whose entitlement to other tax credits was sufficient to reduce their tax liability to nil without reference to the home carer tax credit. The figures are rounded and adjusted to take account of late filers. A married couple or civil partners who have elected or have been deemed to have elected for joint assessment are counted as one tax unit.
|
Bailiwick |
Home Carers Credit Recipients |
|
Carlow |
800 |
|
Cavan |
1,100 |
|
Clare |
1,800 |
|
Donegal |
1,500 |
|
Galway |
4,500 |
|
Kerry |
3,000 |
|
Kildare |
3,700 |
|
Kilkenny |
1,500 |
|
Laois |
600 |
|
Leitrim |
700 |
|
Limerick |
3,000 |
|
Longford |
500 |
|
Louth |
1,500 |
|
Mayo |
1,500 |
|
Meath |
2,800 |
|
Monaghan |
700 |
|
Offaly |
1,400 |
|
Roscommon |
600 |
|
Sligo |
700 |
|
Tipperary |
1,800 |
|
Waterford |
1,500 |
|
Westmeath |
2,400 |
|
Wexford |
1,700 |
|
Wicklow |
1,900 |
|
Dublin City |
19,000 |
|
Dublin County |
11,500 |
|
Cork City |
2,900 |
|
Cork County |
5,300 |
|
Other/Foreign |
1,000 |
188. Deputy Pearse Doherty asked the Minister for Finance the regulation in place regarding the conduct of equity release and lifetime mortgages; and if he will make a statement on the matter. [36302/16]
Amharc ar fhreagraAn equity release scheme may include either a "home reversion agreement" or a "lifetime mortgage".
"Home reversion agreements" are in effect a type of property transaction where the vendor sells an interest in his/her home to a Home Reversion Firm for a discounted sum or an income (or both) whilst retaining the right to live in the home until the vendor permanently moves out or dies. "Lifetime mortgages" (sometimes called lifetime loans or reverse mortgages) differ in that they are credit agreements where a loan is secured on the borrower's home. The loan is repaid from the proceeds of the sale of the home after the borrower permanently moves out or dies. Until then, interest payments on the loan are rolled up on top of the initial loan amount so the repayable amount grows over time as interest is added to the balance. Both of these are niche products, usually provided to those aged 60 or older.
The Central Bank has advised that, since February 2008, it is responsible for the authorisation and supervision of Home Reversion Firms. No specific authorisation requirements arise in relation to "lifetime mortgage" products and firms which are authorised to provide mortgage credit generally in the State may provide "lifetime mortgages" to borrowers. Details of Home Reversion Firms currently authorised in the State and firms authorised to provide credit in the State can be accessed via the Registers section of the Central Bank's website.
The Central Bank has also advised that the Consumer Protection Code 2012 (CPC) contains a number of requirements for regulated entities regarding the provision of information to personal consumers relating to "lifetime mortgages" and "home reversion agreements". The CPC also requires that personal consumers are made aware of the importance of seeking independent legal advice.
Prior to a "lifetime mortgage" being taken out, the CPC provides that the personal consumer must be informed of:
- the circumstances in which the loan will have to be repaid
- details of the interest rate that will be charged
- an explanation of the impact of the rolling up of the interest over the duration of the loan
- an indication of the amount required to repay the loan at maturity
- the effect on an existing mortgage, if any; and
- an indication of the likely early redemption costs which would be incurred if the loan was redeemed on the third and fifth anniversary of the loan and at five yearly intervals thereafter.
Prior to a "home reversion agreement" being taken out, the CPC also provides that the personal consumer must be informed of:
- the circumstances in which the agreement comes to an end;
- the effect on the existing mortgage, if any; and
- in the case of a variable-share contract, an indication of the potential change in the breakdown of the ownership of the property between that held by the home reversion company and the personal consumer, over the duration of the agreement.
In addition to the above, certain warning statements must be provided on advertisements, application forms, the regulated entities website and other documents related to "lifetime mortgages" or "home reversion agreements". For "lifetime mortgages", the personal consumer must be warned that while no interest is payable during the period of the mortgage, the interest is compounded on an annual basis and is payable in full in circumstances such as death, permanent vacation of or sale of the property. For "home reversion agreements", personal consumers must be warned that the money they receive may be much less than the actual market value of the share in their home. For both "lifetime mortgages" and "home reversion agreements", personal consumers must be warned that purchasing such a product may negatively impact on their ability to fund future needs.
It is also worth noting that any other loan to a consumer borrower which is secured on the residential property, such as a "top up" mortgage, will also be subject to the relevant housing loan provisions of the Consumer Credit Act, the European Union (Consumer Mortgage Credit Agreements) Regulations 2016 and the relevant Central Bank Codes.
189. Deputy Jim Daly asked the Minister for Finance if he will provide a final response to a query (details supplied) recently submitted to his office; and if he will make a statement on the matter. [36303/16]
Amharc ar fhreagraThe Deputy will be aware that there is a commitment in the Programme for a Partnership Government to retain mortgage interest relief (MIR) beyond the current end date on a tapered basis. As legislation currently provides for the relief to continue to end-December 2017, it was not necessary to include legislation in Finance Bill 2016 to provide for the tapered extension of the relief. However in my Budget speech in October I confirmed my intention to extend MIR beyond the current end date on a tapered basis to 2020 and that the details of the extension will be set out in Budget 2018.
Mortgage interest relief generally operates as a tax relief at source, meaning that the relief is deducted by the bank from the mortgage payment due, and the homeowner pays only the net amount due. Therefore existing recipients of the relief would face a step effect in 2018 when their monthly mortgage payments would increase when the tax relief would have been withdrawn (all other factors being equal). The purpose of the proposed tapered extension is to avoid a sudden significant increase in mortgage repayments for those losing the relief, but instead to withdraw the relief gradually, allowing the mortgage holder time to adjust to the change in mortgage repayments.
As advised previously, at present, Section 244 of the Taxes Consolidation Act 1997 provides for tax relief in respect of interest paid on qualifying home loans taken out on or after 1 January 2004 and on or before 31 December 2012, with relief being available until 31 December 2017. Mortgage interest relief has been abolished for homes purchased since 1 January 2013.
The system of mortgage interest relief is designed and targeted in such a way that the relief is of greater value in the early years of a qualifying loan where the interest represents a greater proportion of the repayment. First-time buyers who purchased between 2004 and 2008 when the property market was at its peak also receive an enhanced rate of relief. Mortgage interest relief is of lesser value to individuals whose repayments are made up of a higher proportion of principal than interest, as would generally be the case for those who move in to the eighth and subsequent years of their loans. It is worth noting that the application of the ceilings already work to reduce the relief available in a gradual manner. In addition, as the amount of interest payable reduces as a mortgage is paid down, the level of mortgage interest relief also reduces in tandem.
190. Deputy Pearse Doherty asked the Minister for Education and Skills if a compulsory LGBT module will be added to the SPHE and-or CSPE courses in post-primary schools as part of the LGBT youth strategy; and if he will make a statement on the matter. [36262/16]
Amharc ar fhreagraThe Programme for Government includes a commitment to develop an LGBT Youth Strategy. Work on this commitment will be progressed by the Minister for Children and Youth Affairs, and my Department will actively contribute to the work as it progresses. In that context, I expect that discussion on LGBT issues in the school curriculum will take place. In the meantime, the current SPHE curriculum, the Relationships and Sexuality Education (RSE) programme, and the Action Plan on Bullying provide a framework within which schools and teachers can respond to specific issues relating to LGBT.
All schools are required to develop and implement an RSE programme at junior cycle and senior cycle in post-primary schools. RSE includes the acquisition of knowledge and understanding, and the development of attitudes, beliefs and values about relationships, sexual identity and intimacy.
As students progress through an SPHE/RSE programme, they will encounter a wide range of issues that are addressed in an age-appropriate manner. The emphasis is on building a foundation of skills, values, attitudes and understanding relevant to all these issues, with specific information and focus on particular topics provided where and when it is deemed necessary by the teacher.
RSE provides the context within which young people can learn about important moral, physical, social and emotional issues around relationships, sex and sexuality. Post-primary schools are required to teach all aspects of the RSE programme, as set out in the curricular documents that have been provided, within the ethos and value system of the school. Such a programme provides opportunity to explore with students the topic of sexual orientation. The manner in which such issues are explored is contingent on the students' needs and the age-appropriateness of the content. This includes supporting students to know where to get reliable information from trusted sources.
The Action Plan on Bullying, which was published in 2013, sets out my Department’s approach to tackling bullying in schools. As part of the implementation of the Action Plan, new National Anti-Bullying Procedures for schools, which include a specific reference to homophobic and transphobic bullying, were published in September 2013. The Procedures place an emphasis on generating a positive school culture and climate that is welcoming of difference and diversity, and is based on inclusivity and respect. The procedures offer advice to schools on steps that can be taken to generate a positive school climate and culture.
It is noted that the general school climate and culture will promote positive attitudes and dispositions towards the whole-school community, outside of the teaching of specific subject areas such as SPHE and RSE. A number of anti-homophobic and transphobic bullying initiatives, including BeLonG To’s Stand Up! campaign, and the development of resources for schools to support LGBT students are also being supported through the implementation of the Action Plan on Bullying.
191. Deputy Pat Casey asked the Minister for Education and Skills the progress made in securing a permanent site for a school (details supplied); and if he will make a statement on the matter. [35734/16]
Amharc ar fhreagraA project to provide a new school building is proposed for the school to which the Deputy refers. It was intended to locate the new building on HSE lands where the school is currently accommodated. This location was originally selected some years ago and was deemed to be suitable following a comprehensive assessment.
Officials in my Department have since worked with officials in the HSE to advance the acquisition and have engaged with the HSE, the Local Authority and a private landowner in order to address access and traffic issues.
The school patron has recently informed my Department and the HSE that it has concerns regarding the proposed location of the school. Officials in my Department are currently considering the matter.
192. Deputy Denise Mitchell asked the Minister for Education and Skills if an analysis has made by his Department to accommodate a new proposed development (details supplied) with regard to school capacity in the area; and if he will make a statement on the matter. [35741/16]
Amharc ar fhreagraI wish to advise the Deputy that my Department provided a purpose built building for the school in question in 2008. My Department, therefore, has no plans to extend this building.
My Department's main responsibility is to ensure that schools, in an area can, between them, cater for all pupils seeking places. In this regard, my Department is aware that there is existing capacity in primary schools in the Coolock/Darndale/Artane/Edenmore areas.
My Department carries out nationwide demographic exercises at primary and post primary level to determine where additional school accommodation is needed. A new primary school opened in September 2016 to cater for demographic growth in the Drumcondra/Marino/Dublin 1 feeder area (which is adjacent to the feeder area in which the school, referred to, is situated).
193. Deputy Brendan Howlin asked the Minister for Education and Skills the reason an appeal to the primary staffing appeals board by a school (details supplied) was deemed unsuccessful; if he will give consideration to the allocation of a second teacher to this school in view of projected growth in enrolment over the coming years; when he will publish the staffing schedule for primary schools for the 2017-18 school year; and if he will make a statement on the matter. [35749/16]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts for the 2016/2017 school year is set out in the Staffing Schedule (Circular 0007/2016) which is available on the Department 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 30 September 2015. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its October meeting under the Small Schools criteria. The requirements set out in the staffing circular under this criteria state that the school must have the required enrolment on 30 September 2016 for the appointment of an additional teacher for September 2017 in order to be granted an appeal post for this school year. In the case of this school, an enrolment of 19 was required on 30 September 2016 to meet this criteria. As the school had an enrolment of 17 on that date, the Appeals Board determined that the appeal did not satisfy all of the published criteria as set out in Circular 0007/2016. The Appeals Board operates independently of the Department and its decision is final.
The measure announced in Budget 2017 provides a capacity for one teacher mainland schools to make an appeal to the Staffing Appeals Board for an extra teacher, where the single teacher has children across 6 or more class groups. Before a school can make an appeal to the Staffing Appeals Board it must have a minimum enrolment of 15 pupils. The detailed arrangements for this measure will be set out in the staffing schedule Circular for the 2017/18 school year. The circular will be published early in 2017.
194. Deputy Jack Chambers asked the Minister for Education and Skills if a site for the new secondary school in the Castleknock and Carpenterstown area of Dublin 15 has been confirmed; the location of the site; and if he will make a statement on the matter. [35757/16]
Amharc ar fhreagraAs the Deputy maybe aware, the building project for the new post primary school to serve Carpenterstown/Castleknock is included in the 6 year construction programme that was announced last November.
Officials in my Department are liaising with officials in Fingal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable location for the school.
Due to commercial sensitivities relating to site acquisitions generally I am not in a position to provide further details at this time.
195. Deputy Thomas Byrne asked the Minister for Education and Skills if NEPS will assign a psychologist to cater for children in a school (details supplied). [35776/16]
Amharc ar fhreagraAs the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides an educational psychological service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are in the NEPS section of my Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
NEPS psychologists are recruited via regional panels formed from national recruitment competitions administered by the Public Appointments Service (PAS). The school to which the Deputy refers lost its assigned NEPS psychologist to an internal transfer to another Region, following promotion, and while attempts were made to fill the vacancy in the NEPS Navan office from the existing PAS panel they were ultimately unsuccessful.
A new national recruitment competition was has been put in place by PAS to fill vacancies within all NEPS Regions. The closing date for applications is now passed and work is currently ongoing in relation to the examination of applications and short-listing of candidates for interview. It is envisaged following interviews that recruitment panels will be formed and active filling of vacancies will commence in the new year.
In the interim, schools whose service from NEPS are the subject of such vacancies have been advised that they may access assessment services via the Scheme for the Commissioning of Psychological Assessments described above and that they will continue to be able to access advice and assistance, in the event of a critical incident, from their local NEPS office.
My Department’s NEPS service will continue to communicate developments in this regard to the schools involved.
196. Deputy Carol Nolan asked the Minister for Education and Skills if there has been any policy change by his Department in the training offered to special needs assistants, SNAs, to perform certain procedures such as catherisation; if it is the policy of his Department that it is acceptable and suitable that such training should be provided by the parents of children who require such procedures; if his Department continues to offer training by medical professionals in these types of procedures to SNAs; and if he will make a statement on the matter. [35782/16]
Amharc ar fhreagraMy Department's Special Needs Assistant (SNA) scheme provides schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.
My Department’s Circular 0030/2014 sets out that catheterisation is considered a primary care need (toileting) which warrants Special Need Assistant (SNA) support where a child with special needs cannot independently self-toilet, and until such time as they are able to do so. The Circular was developed following discussion with all relevant stakeholders.
The Department of Health has confirmed that catheterisation can be carried out by persons who are not medically qualified following education, training and assessment of ability to undertake the procedure safely.
Special Needs Assistants (SNAs) are employed by the managerial authorities of individual schools or by Education and Training Boards (ETBs). The Board of Management is the SNA's employer and the recruitment and deployment of SNAs within schools are matters for the individual Principal/Board of Management, subject to Departmental guidelines.
When appointing an SNA, it is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of the pupil(s) for whom SNA support has been allocated in the school. Where additional training is required in order to carry out the assigned duties, the school authorities should arrange for the appropriate training to be provided to enable SNAs attend to the pupil’s care needs.
In some instances parents may be the most appropriate trainers for SNAs in relation to the catheterisation needs of their child in the school environment, as these parents have received comprehensive training from experienced staff in Our Lady’s Children’s Hospital, Crumlin or Temple Street Children’s University Hospital. The HSE’s Continence Care Adviser is also available to advise in relation to the management of incontinence.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNAs to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
My Department encourages parents and school authorities to engage locally regarding pupils' education. 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.
SNAs should address any concerns they may have in relation to their assigned duties to the school Principal or Board of Management, as their employer.
197. Deputy Pat Deering asked the Minister for Education and Skills when a decision will be made on a SUSI application by a person (details supplied). [35785/16]
Amharc ar fhreagraAs 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 complements 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. Staff in SUSI are responding to email queries within a matter of days.
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 by the applicant to the independent Student Grants Appeals Board within the required timeframe.
198. Deputy Thomas Byrne asked the Minister for Education and Skills if a person (details supplied) will receive a special needs assistant. [35786/16]
Amharc ar fhreagraThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports, including SNA support.
The NCSE allocates SNA support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE.
It should be noted that SNA allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs in the school.
Where a school wish to appeal the SNA support allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie. The option to invoke the NCSE appeals process is open to the school in question.
All schools have the contact details of their local SENO. Contact details are also available on the NCSE website. The local SENO is also available to discuss any concerns that parents have about the present or future educational needs of their child.
As the Deputy's question relates to an individual child, the matter has been referred to the NCSE for direct reply.
199. Deputy Mick Wallace asked the Minister for Education and Skills the reason, when it was stated in budget 2017 that there is capacity for one-teacher mainland schools to apply to the staffing appeals board for an extra teacher where the single teacher has children across six or more class groups, a school (details supplied) with one teacher and 17 pupils across eight classes, had its application for a second teacher refused by the staffing appeals board; and if he will make a statement on the matter. [35808/16]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts for the 2016/2017 school year is set out in the Staffing Schedule (Circular 0007/2016) which is available on the Department 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 30 September 2015. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The measure announced in Budget 2017 provides a capacity for one teacher mainland schools to make an appeal to the Staffing Appeals Board for an extra teacher, where the single teacher has children across 6 or more class groups. Before a school can make an appeal to the Staffing Appeals Board it must have a minimum enrolment of 15 pupils. The detailed arrangements for this measure will be set out in the staffing schedule Circular for the 2017/18 school year i.e. the date this measure is effective from. The circular will be published early in 2017.
200. D'fhiafraigh Deputy Pearse Doherty den Aire Oideachais agus Scileanna cathain a dhéanfar cinneadh ar iarratas um oibreacha éigeandála atá curtha faoi bhráid na Roinne ag scoil i gcontae Dhún na nGall (sonraí tugtha); agus an ndéanfaidh sé ráiteas ina thaobh. [35823/16]
Amharc ar fhreagraRinne an scoil a bhfuil an Teachta ag tagairt di iarratas ar mhaoiniú do Dheontas Oibreacha Éigeandála le haghaidh oibreacha scartála agus atógála.
Diúltaíodh don iarratas toisc go bhfuil raon na n-oibreacha lasmuigh de théarmaí agus coinníollacha na Scéime Deontais Oibreacha Éigeandála.
Rinne an scoil achomharc ar an gcinneadh seo. Tá an t-achomharc á mheas agus eiseofar cinneadh chuig údarás na scoile go luath.
201. Deputy Niamh Smyth asked the Minister for Education and Skills if he will review the case of a person (details supplied) to ensure the person is supported adequately; and if he will make a statement on the matter. [35858/16]
Amharc ar fhreagraI wish to advise the Deputy that the National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs) for allocating special educational needs supports to schools. The NCSE allocates support in accordance with the criteria set out by my Department.
The NCSE has informed my Department that the child referred to in this question has been granted the maximum level of Low Incidence Teaching Hours support. The child has also been granted access to Special Needs Assistant (SNA) support within the school.
Once allocations of resource teaching support and SNA are provided to a school it is a matter for the school to utilise these resources to support all of the qualifying pupils within their school.
Where a school wish to appeal the level of SNA or resource teaching allocation which has been made to their school, they may do so through the NCSE appeals process, details of which are set out at www.ncse.ie. The option to invoke the appeals process is open to both the school and parents. I am informed that the NCSE has no record of an appeal having yet been received from the school in regard to the level of support allocated to the school.
In circumstances where a school or parent wishes to discuss the level of support which has been allocated to their school they should contact their local Special Education Needs Organiser (SENO).
All schools have the contact details of their local SENO. Contact details are also available on the NCSE website. The local SENO is also available to discuss any concerns that parents have about the present or future educational needs of their child.
202. Deputy Seán Crowe asked the Minister for Education and Skills if he will remove the baptism barrier as part of the Education (Admission to Schools) Bill in time for September 2017; and if he will make a statement on the matter. [35874/16]
Amharc ar fhreagra212. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills if he will remove the baptism barrier as part of the Education (Admission to Schools) Bill in time for September 2017; and if he will make a statement on the matter. [36078/16]
Amharc ar fhreagra214. Deputy Frank O'Rourke asked the Minister for Education and Skills if he will remove the baptism barrier as part of the Education (Admission to Schools) Bill in time for September 2017; and if he will make a statement on the matter. [36118/16]
Amharc ar fhreagra220. Deputy Eamon Scanlon asked the Minister for Education and Skills if he will remove the baptism barrier as part of the Education (Admissions to School) Bill 2016 in time for September 2017; and if he will make a statement on the matter. [36165/16]
Amharc ar fhreagra231. Deputy Robert Troy asked the Minister for Education and Skills if he will remove the baptism barrier as part of the Education (Admissions to Schools) Bill in time for September 2017; and if he will make a statement on the matter. [36279/16]
Amharc ar fhreagraI propose to take Questions Nos. 202, 212, 214, 220 and 231 together.
As the Deputies will be aware, the Oireachtas Committee on Education and Skills, is to consider the complex issues raised by the Labour Party's proposed amendment to section 7(3)(c) of the Equal Status Act as set out in their Private Members' Bill.
I have included a specific action in the Action Plan for Education that expresses my commitment to working with the Oireachtas Committee on Education and Skills to deliver changes in this area.
The Government proposed and the Dáil agreed that the Equal Status Bill proceed to second stage in June 2017. This will allow parents, patrons and other stakeholders to have their say and to ensure that the right balance can be struck between competing rights and that there would be no unintended consequence that would create an adverse impact on the schools of minority denominations.
I believe that this matter requires time to allow adequate scrutiny and debate in order to ensure any new approach is reasonable, fair and workable. I believe that the work of the Education and Skills Committee will be invaluable in that regard.
The Education (Admission to Schools) Bill 2016 does not propose any changes to section 7(3)(c) of the Equal Status Act and I propose to advance the Admissions Bill separately from the issues before the Committee.
As I have said previously, I believe that this is the correct way to proceed. In this way, we can ensure that the important pragmatic changes contained in the Education (Admission to Schools) Bill can be implemented as quickly as possible, and not be tied up with contentious issues that could end up in the Courts. At the same time, we can in this way give the time and space for the complex issues involved in the Equal Status Bill to be properly teased out.
It is also important to note that even if the Education (Admission to Schools) Bill 2016 is enacted by the Oireachtas in the coming months it cannot apply in respect of admissions in September next as schools have already begun that process.
The Education (Admission to Schools) Bill 2016 provides an over-arching framework for greater transparency and consistency in school enrolment generally and thereby gives greater confidence to parents that the admission criteria laid down by schools and the procedures used by them are legitimate, reasonable and fair. The following is an outline of some of its key provisions:
- The Education Admissions Bill will bring tangible benefits to all parents. The Bill will oblige all schools to admit pupils where there are available places. It is important to note that 80% of schools are not oversubscribed.
- The Bill provides 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 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.
- The Bill includes a specific requirement that school enrolment policies must include details of the school's arrangements for any students who do not wish to attend religious instruction.
- The Bill contains a provision prohibiting the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school.
- The Bill also provides for the Child and Family Agency (Tusla) to designate a school for a child with no school place and for the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs.
203. Deputy Seán Crowe asked the Minister for Education and Skills if his Department will publish standard guidelines on opting out of faith formation in order that all schools can use them as a template and in order that they can be in accordance with the requirement under the Education (Admission to Schools) Bill 2016; and if he will make a statement on the matter. [35875/16]
Amharc ar fhreagra213. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills if his Department will publish standard guidelines on opting out of faith formation in order that all schools can use them as a template in order that they can be in accordance with the requirement under the Education (Admission to Schools) Bill 2016; and if he will make a statement on the matter. [36079/16]
Amharc ar fhreagra215. Deputy Frank O'Rourke asked the Minister for Education and Skills if he will publish standard guidelines on opting out of faith formation in order that all schools can use them as a template in accordance with the requirement under the Education (Admissions to School) Bill 2016; and if he will make a statement on the matter. [36119/16]
Amharc ar fhreagra219. Deputy Eamon Scanlon asked the Minister for Education and Skills if his Department will publish standard guidelines on opting out of faith formation in order that all schools can use them as a template in order that they can be in accordance with the requirement under the Education (Admission to Schools) Bill 2016; and if he will make a statement on the matter. [36164/16]
Amharc ar fhreagra232. Deputy Robert Troy asked the Minister for Education and Skills if his Department will publish standard guidelines on opting out of faith formation in order that all schools can use them as a template and in order that they can be in accordance with the requirement under the Education (Admission to Schools) Bill 2016; and if he will make a statement on the matter. [36280/16]
Amharc ar fhreagraI propose to take Questions Nos. 203, 213, 215, 219 and 232 together.
Article 44 of the Constitution and Section 30 of the Education Act 1998, provides that parents have a right to have their children opt out of religion classes if they so wish. The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned.
Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
The Forum on Patronage and Pluralism in the primary school sector (2012) recommended steps that could be taken to ensure that the education system can provide a sufficiently diverse number and range of primary schools to cater for children of all religions and none.
A paper, entitled "Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions", which took account of the public consultation, was published in 2014. The paper outlined good practice and options for promoting diversity in schools in a number of areas, including the right to opt-out of religious classes.
The paper gives an overview of current practice in schools in relation to the right to opt-out of religious classes and acknowledged that each school should arrive at solutions that suit its own particular context and to engage in dialogue with parents about the arrangements to be put in place before the child starts school. Schools are encouraged to develop their own practices and policies in this regard.
Subsequently, the Catholic Schools Partnership (2015) developed a resource for Catholic schools entitled ‘Catholic Primary Schools in a Changing Ireland: Sharing Good Practice on Inclusion of All Pupils’. It gives suggestions on developing polices and sharing best practice with regard to inclusion of all pupils, which gives practical suggestions to schools in how to engage positively in inter-cultural dialogue.
The Education (Admission to Schools) Bill 2016, which passed second stage on the 17 November 2016, also includes a specific requirement that school enrolment policies must include details of the school's arrangements for any students who do not wish to attend religious instruction.
I believe this is an important measure which will help ensure transparency from the outset as to how a school will uphold the rights of parents in this regard.
The Department has also been working on draft legislation to provide for replacing the current Section 28 of the Education Act, 1998. The legislation will provide the statutory basis for ministerial guidelines which will form the framework for a Parents’ and Students’ Charter in every school following consultation with parents, students, recognised school management bodies and staff associations representing teachers and other appropriate bodies.
The Parents and Students Charter Bill essentially deals with how schools communicate with parents and will provide a greater opportunity for dealing with such issues.
204. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of a teaching number for a person (details supplied); and if he will make a statement on the matter. [35876/16]
Amharc ar fhreagraThe Teaching Council is, since 2006, the body with statutory authority and responsibility for the registration of teachers in this State.
A person who has a query about their application for registration as a teacher in this State must therefore raise the matter with the Teaching Council.
205. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an application under the minor works scheme by a school (details supplied); and if he will make a statement on the matter. [35890/16]
Amharc ar fhreagraOn 17 November 2016, I announced the Minor Works Grant 2016/2017, totalling €28.5 million. Payment will issue to primary schools in the coming weeks, including to the school in question.
206. Deputy Pat Deering asked the Minister for Education and Skills the position in relation to leaving certificate students who require reasonable accommodations in order to sit their examinations, for example, in the case of a person (details supplied); when the backlog in receiving approval for same will be dealt with; and if he will make a statement on the matter. [35895/16]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The Commission in this regard operates a scheme of Reasonable Accommodations in the Certificate Examinations.
In view of this I have forwarded the Deputy's query to the State Examinations Commission for direct reply to the Deputy.
207. Deputy Thomas Byrne asked the Minister for Education and Skills when the last strategy for third level education here was promulgated by the Government. [35900/16]
Amharc ar fhreagraAs the Deputy will be aware, a number of months ago I launched the Action Plan for Education 2016 – 2019 with the stated ambition to provide the best Education and Training system in Europe over the next decade and incorporates actions at all levels of the system:
https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/Department-of-Education-and-Skills-Strategy-Statement-2016-2019.pdf
The action plan draws together actions from a range of policy documents and is based on the key principles of access, excellence, transparency and innovation. Our aim is to provide an education and training system that equips learners with the knowledge and skills that they need to achieve their potential, and to participate fully in society and the economy through the delivery of high quality education and training experiences, which will make the best use of resources.
In relation to Higher Education, we now have a very comprehensive policy framework in place to steer the higher education system in the coming years. The strategies for higher education, skills development, innovation, supporting access to higher education, international education and the future funding of the sector all have people, talent and growth at their core. Links to each of these strategies are provided as follows:
1. The National Strategy for Higher Education to 2030, published in 2011, sets out the overall objectives for the system and priorities around teaching and learning, research, engagement, access and quality: http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf
As part of the implementation of the National Strategy, in May 2013, the then Minister for Education and Skills announced a new performance framework would be put in place to increase the transparency and accountability of institutions for delivery of agreed performance outcomes. Integral to this would be a process of strategic dialogue between the HEA and each higher education institution (HEIs).
The first System Performance Framework, stating national priorities and key objectives of Government for higher education for the period 2014 – 2016 was published by the then Minister in September 2013, following consultation with relevant Government Departments and agencies. A copy of the current Framework is available at the following link:
https://www.education.ie/en/The-Education-System/Higher-Education/HEA-Higher-Education-System-performance-Framework-2014-2016.pdf
2. The National Skills Strategy was launched earlier this year and while encompassing the whole of the education and training system is highly relevant to the higher education system and sets out a number of relevant priorities for the next ten years including developing relevant skills across the population, employer participation in the development of skills and an increased focus on lifelong learning: https://www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf
3. The Higher Education sector is key to the implementation of Innovation 2020 the new strategy for Research and Development and in particular for developing the people – the researchers required to deliver on our national ambitions. A researcher's entire higher education experience contributes to their future success as a researcher and underpins Ireland’s research system:
https://www.djei.ie/en/Publications/Publication-files/Innovation-2020.pdf
4. Supporting equity of access to higher education is an important national objective for both economic and societal reasons and my Department has had a strong focus on this for a long number of years and last December saw the launch of the National Plan for Equity of Access to Higher Education 2015-19:
http://www.hea.ie/sites/default/files/national_plan_for_equity_of_access_to_higher_education_2015-2019_single_page_version_0.pdf
5. The Cassells report on Future Funding for Higher Education, which was published in July 2016, is also an important development. The Report clearly outlines the funding challenges and offers a number of approaches and recommendations for consideration. The report is now with the Joint Committee on Education and Skills. I look forward to working with the committee to work out a viable, long-term funding model that we can all support. We will require political and societal consensus to enable us to move forward with a realistic and achievable strategy for funding the system into the future: https://www.education.ie/en/Publications/Policy-Reports/Investing-in-National-Ambition-A-Strategy-for-Funding-Higher-Education.pdf
6. Irish Educated - Globally Connected is the most recent strategy to be published and relates to international education. This strategy was launched in October 2016 and represents a key element of Ireland’s growth strategy for the next five years: https://www.education.ie/en/Publications/Policy-Reports/International-Education-Strategy-For-Ireland-2016-2020.pdf
