Written Answers Nos 312-325
312. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 179 of 21 February 2017, the primary school in the Swords area which is currently undersubscribed. [10004/17]
Amharc ar fhreagra313. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 179 of 21 February 2017, if his attention has been drawn to the fact that a school (details supplied) has stated to parents that it is not in a position to prioritise children from outside of the catchment area for school places in 2017. [10055/17]
Amharc ar fhreagraI propose to take Questions Nos. 312 and 313 together.
I wish to advise the Deputy that the school referred to in PQ Reference No. 10055/17 is the primary school which my Department understands is currently undersubscribed.
The school in question confirmed that it had offered junior infant places, prioritising children from within the schools catchment area. The school also confirmed that following receipt of responses from parents, the school will be in a position to determine the number of additional places that can then be offered to pupils outside the school’s catchment area, within the Swords area.
My Department is liaising with the school in question and will continue to monitor the pupil enrolment position closely in the Swords area.
314. Deputy Michael McGrath asked the Minister for Education and Skills the details of planned changes from the 2018-19 school year to the provision of SNA and resource hours support to children with special needs in primary schools; and if he will make a statement on the matter. [10056/17]
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 and additional teaching resources to support individual pupils with special educational needs.
On 18 January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017. The aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone into the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
Under the new allocation model schools will be provided with total allocation which includes a baseline allocation for the school and an allocation based on the school profile. The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools. The Circular will also set out that the profiled allocations which are being made for schools are intended to remain in place for both the 2017/18 and 2018/19 school year, with revised profiling due to take effect from September 2019.
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 special educational needs and additional 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.
There are no immediate plans to change the SNA allocation process, however, I have requested the NCSE to lead a comprehensive review of the SNA scheme, in consultation with other relevant Departments and State Agencies, including the National Disability Authority (NDA) and in that context to
- Identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and
- Recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.
The NCSE will report to me on the progress of this review in May 2017.
315. Deputy Micheál Martin asked the Minister for Education and Skills his plans to address the severe shortage of school places within specific speech and language units in primary schools in County Cork (details supplied); and if he will make a statement on the matter. [10069/17]
Amharc ar fhreagraThe policy of my Department is that children with special educational needs should be included, where possible and appropriate, in mainstream school placements with additional supports provided. In circumstances where children with special educational needs require more specialised interventions, special school or special class places are also available.
My Department provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD) including provision for the establishment of special classes for Specific Speech and Language Disorder in primary schools. A full-time teacher is assigned to each class, and classes operate with a reduced pupil-teacher ratio of 7:1. Speech and Language Therapy services are provided to these classes by the Health Service Executive (HSE). A minimum number of five eligible pupils is required for a school to retain a SSLD class. Eligible pupils may spend up to two years in such classes. The criteria for enrolment in a Special Class for pupils with SSLD is set out in my Department's Circular 0038/2007.
The National Council for Special Education (NCSE), which is an independent statutory agency, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including the establishment of special classes in various geographical areas where a need has been identified. The NCSE operates within my Department's criteria in allocating such support. Applications meeting the criteria are approved by the NCSE.
The NCSE continues to monitor and review the requirement for special class places in particular areas and has capacity to establish such new special classes where necessary, subject to the willingness of schools to open classes. The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class SENOs take into account both the present and the future potential need for special class provision and they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision. The establishment of a Specific Speech and Language Unit class, however, is contingent on the HSE providing Speech and Language Therapy support for the students in the class.
The NCSE is in the process of determining where any additional special class provision for the 2017/18 school year will be required and SENOs hope to have initial information on where those classes will be required throughout the country shortly. If a school has a commitment from the HSE to provide Speech and Language Therapy for the students in a class, the Principal should contact the SENO for consideration in regard to the need for a SSLI class in the area, the suitability of the school as a location for a special class and sustainability of the class.
It should be noted that pupils who are not enrolled in a special class for SSLD and who meet the criteria for Specific Speech and Language Disorder, as outlined in Circular 0038/2007, may qualify for additional teaching support, where they are enrolled in mainstream school, from within the school's allocation of special teaching support.
On 18 January last, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone into the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
Under the new allocation model schools will be provided with total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
316. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the reason a school (details supplied) was not awarded DEIS status when all its neighbouring schools were and the students of these schools are within the same catchment area as this school and the level of disadvantage is the same; and if he will reconsider this decision. [10076/17]
Amharc ar fhreagra317. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the reason a school (details supplied) was not awarded DEIS status when all its neighbouring schools were and the students of these schools are within the same catchment area as this school and the level of disadvantage is the same; and if he will reconsider this decision. [10077/17]
Amharc ar fhreagraI propose to take Questions Nos. 316 and 317 together.
DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of the DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13 February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the two schools referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model which is fair and objective.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13 February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
318. Deputy Niall Collins asked the Minister for Education and Skills the cost of implementing a living wage of €11.50 per hour for all employees directly employed or in agencies funded by his Department; and if he will make a statement on the matter. [10098/17]
Amharc ar fhreagraThe data requested by the Deputy is not collected or collated by my Department. There are over 3,700 individual employers in the education and training sector.
319. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of an application for a NEPS assessment in respect of a person (details supplied). [10142/17]
Amharc ar fhreagraMy 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.
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
If there are concerns in relation to the educational development of the child, the subject of the Deputy's question, I would advise, in the first instance, that the child's parents-guardians bring the matter to the attention of the Principal to discuss the appropriateness of arranging an assessment.
320. Deputy Micheál Martin asked the Minister for Education and Skills the reason there has been a failure to build a new school or school extension for a school (details supplied) despite a ten-year commitment by his Department to do so; and if he will make a statement on the matter. [10143/17]
Amharc ar fhreagraThe School to which the Deputy refers is included on my Department's 6 Year Construction Programme for the provision of a school extension.
Officials from my Department met with representatives of the school in October last to discuss the school's accommodation requirements. A Department Inspector subsequently visited the school to review the school's existing accommodation and his assessment has now been received and is being considered.
An application has also been received from the school for additional temporary accommodation to address the school's accommodation requirements for 2017/18 school year. Additional information to complete the application was requested from the school and the application will be considered further by my Department when the requested information has been received.
321. Deputy Micheál Martin asked the Minister for Education and Skills his plans to address the severe shortage of school places for children with autism and complex needs in Cork (details supplied); and if he will make a statement on the matter. [10144/17]
Amharc ar fhreagraThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided. Special classes are for students who have a recommendation for a special class/school placement in their professional reports.
The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 23% to attend special classes in mainstream primary and post-primary schools, and
- 14% to attend special schools.
There are 13 Special Schools in Cork city and county. The school referred to by the Deputy has capacity for 36 students. Special Schools funded by my Department are intended to cater for children and young persons with special educational needs from 4 years until the end of the school year in which they reach their 18th year.
Special Schools are staffed in accordance with arrangements set out in my Department's Circular 0042/2011, which provides for enhanced pupil-teacher ratios for pupils attending Special Schools ranging from 6-1 to 12-1, on the basis of disability categorisation of pupils attending the school.
Many special schools now enrol students from disability categories other than from those provided for by their school designations.
There are currently 1,153 special classes nationally, which is an increase of over 100% on the number available in 2011. Of these, 127 are ASD early intervention classes, 525 are primary ASD classes and 237 are post-primary ASD classes. The remainder are non-ASD special classes.
With regard to Cork City and County, there are 145 ASD special classes. Of these, 24 are ASD early intervention classes, 80 are primary ASD classes and 41 are post-primary ASD classes.
The NCSE, in consultation with the relevant education partners, must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas. In this regard the NCSE has advised that they are continuing to engage with schools in opening special classes where there is an identified need for special class provision and in order to ensure there are sufficient placements available to meet demand.
Details of all special classes for children with special educational needs, including those in Cork City and County, are available on www.ncse.ie in county order, with new classes identified.
Parents/guardians may contact their local SENO directly to discuss their child's special educational needs and to seek assistance in identifying placement options, using the contact details available on www.ncse.ie.
322. Deputy Noel Rock asked the Minister for Education and Skills if his Department has plans to promote third level education to those attending secondary schools in working class areas; if he will address possible concerns that there are financial barriers to attending third level education for those in working class areas; and if he will make a statement on the matter. [10158/17]
Amharc ar fhreagraA number of measures are supporting increased rates of transition to further and higher education by students in disadvantaged second level schools. These include the actions that are being progressed as part of the implementation of the National Plan for Equity of Access to Higher Education 2015-2019 and the new DEIS Plan.
The new DEIS Plan identifies more than 100 actions targeted at our most disadvantaged schools. This includes:
- Operation of a Book Rental Scheme will become a mandatory requirement for schools participating in the School Support Programme by September 2017
- A series of pilot schemes will aim to encourage innovation and creativity in schools and the development of these initiatives will be supported by a School Excellence Fund; encouraging innovation through school clustering
- Target supports for School leaders and teachers to equip them to support children to achieve their full potential (e.g. professional leadership training, preparation courses for newly appointed principals, mentoring and coaching courses)
- All post-primary schools participating in the School Support Programme will have access to a dedicated career guidance counsellor
- Appointment of an additional 10 NEPS psychologists to improve supports to DEIS schools
- Reduced class sizes in urban primary schools with the highest levels of concentrated disadvantage.
My Department also provides a range of supports that are intended to assist students from disadvantaged backgrounds, and other under-represented groups, to overcome financial barriers to accessing and completing higher education. Funding supports include the Student Grant Scheme, the Student Assistance Fund, the Fund for Students with Disabilities and a number of scholarship and bursary schemes targeted at students from disadvantaged backgrounds.
In addition, the HEA allocates funding to support the work of Higher Education Access Programmes with schools. These aim to support more students from linked schools in making the transition to higher education. Initiatives include mentoring for students in schools, support for teachers, guidance seminars, orientation and pre and post entry academic and pastoral support.
The HEA will shortly issue a call for proposals to third level institutions working with disadvantaged communities to improve attendance rates from these communities at third level institutions. This call is the second strand of the Programme for Access to Third Level (PATH) programme which aims to support access from currently under-represented groups.
In total, my Department will invest approximately €450 million in higher education access measures in 2017.
The universities also collaborate in operating the Higher Education Access Route (HEAR) scheme through the CAO. Under this scheme second level students from socio-economically disadvantaged backgrounds are supported in competing for a higher education place on the basis of lower Leaving Certificate points.
323. Deputy Noel Rock asked the Minister for Education and Skills his views on non-academic staff at Trinity College Dublin not being given access to permanent contracts; the action his Department is undertaking to resolve the dispute; and if he will make a statement on the matter. [10170/17]
Amharc ar fhreagraFollowing inquiries from my officials, I understand that discussions are taking place locally and under the auspices of the Workplace Relations Commission between Trinity College Dublin and the unions that are addressing the concerns of staff. Accordingly, it would not be appropriate for me to comment on these issues while these discussions are ongoing.
In May 2016 I welcomed the publication of the Report of the Chair of the Expert Group on Fixed Term and Part-Time issues in Lecturing in Ireland. The Report contains a number of recommendations that will assist in addressing concerns raised about the level of part-time and fixed-term employment in lecturing in the third level sector.
My Department issued directions to the sector on 4 July 2016 to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement and my understanding is that the Institutions are taking steps to do so.
The above-mentioned Report is specific to concerns raised about part-time and fixed-term employment in lecturing and its recommendations are not applicable to non-lecturing grades.
In line with the Universities Act, 1997, third level institutions have autonomy in relation to human resource policies, subject to compliance with Government policy in respect of employment numbers and pay policy. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements.
324. Deputy Joan Burton asked the Minister for Education and Skills the progress of the rebuild of a school (details supplied); the stage it is at; the timeframe for construction; when ground works will commence; and if he will make a statement on the matter. [10178/17]
Amharc ar fhreagraThe school to which the Deputy refers is at an advanced stage of the tender process. The School was authorised to issue a Letter of Intent to the preferred tenderer on 31 January 2017. When the completed supplementary tender report is received and considered and assuming that no issues arise my Department will then revert directly to the school regarding progression of the project to construction stage.
325. Deputy Joan Burton asked the Minister for Education and Skills the progress of the rebuild of a school (details supplied); the stage it is at; the timeframe for construction; when groundworks will commence; and if he will make a statement on the matter. [10179/17]
Amharc ar fhreagraThe major building project to which the Deputy refers is currently at an advanced Stage of Architectural Planning, Stage 2(b) which includes applications for Planning Permission, Fire Safety Certificate, Disability Access Certificate and the preparation of tender documents. All statutory approvals have been obtained.
Following the appointment of a replacement Mechanical & Electrical Engineer the Design Team in association with the replacement Engineer are working on a revised M&E report which will be submitted to the Department when it is completed. My Department will revert to the school with regard to the further progression of the project following consideration of that report.
