Tuesday, 21 Mar 2017

Higher Education Institutions Staff

Ceisteanna (346)

Carol Nolan

Ceist:

346. Deputy Carol Nolan asked the Minister for Education and Skills to outline his plans to increase the employer's contribution to higher education; and if he will make a statement on the matter. [13598/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

Together with the Minister for Public Expenditure and Reform and following a commitment in Budget 2017, I launched a public consultation process on 10 March 2017 on a proposed Exchequer-Employer investment mechanism for higher education and further education and training.

The proposed investment mechanism on which views are sought in the consultation process arises from a recommendation made in the 2016 report of the Expert Group on Future Funding for Higher Education in order to more equitably reflect in funding terms the benefits derived by employers from the higher education sector. It is proposed to incrementally increase the National Training Fund levy by 0.1% each year between 2018-2020. It is estimated that should employment levels reach those forecast for 2020 together with an assumption of moderate growth in incomes, an increase in the levy from the current rate of 0.7% to 1% by 2020 could yield close to an additional €200 m.

While the consultation process is targeted in the first instance at key industry and employer stakeholders, comments are also invited from members of the public, groups and organisations. Comments may be submitted to the Departments of Education and Skills and Public Expenditure and Reform by 5 p.m. on Thursday 13th April 2017. Full details of the consultation process are available on the websites of both Departments.

Higher Education Institutions Staff

Ceisteanna (347)

Carol Nolan

Ceist:

347. Deputy Carol Nolan asked the Minister for Education and Skills to set down the estimated costs of recruiting a retention officer for each higher education institution; and if he will make a statement on the matter. [13599/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

My Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions including all of the universities and institutes of technology. The HEA allocates this funding to the institutions and the internal disbursement of funding is then a matter for the individual institution.

Higher education institutions are autonomous bodies and are responsible for their own day-to-day affairs, including the allocation of all of its income (both public and private) and for the recruitment of staff such as retention officers.

Special Educational Needs Staff Remuneration

Ceisteanna (348)

Carol Nolan

Ceist:

348. Deputy Carol Nolan asked the Minister for Education and Skills to set out the records that must be provided in order for special needs assistants to avail of incremental credit for previous relevant work experience; the reason a person (details supplied) has been refused incremental credit for one past employment, despite significant past experience; the reason the person has not yet had a decision on an appeal; and if he will make a statement on the matter. [13600/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

The scheme for the award of incremental credit to Special Needs Assistants is agreed with the Unions representing Special Needs Assistants, School Management Authorities, The Department of Public Expenditure and Reform and my Department. The scheme is set out in Circular letter 139/2006.

In accordance with the criteria set out in the scheme for the Award of incremental credit, credit may be awarded on appointment to a qualified Special Needs Assistants post (once the applicants probationary period is completed) in respect of period(s) of suitable experience gained in the course of non-special needs assistants service, if among other things, that experience can be confirmed with the employers company records.

The application referred to by the Deputy was initially refused by my Department on the basis that the employing organisation was unable to confirm details of the applicants employment for the relevant period.

The applicant has submitted further information in support of her application which is now under consideration in my Department.

Summer Works Scheme Applications

Ceisteanna (349)

Carol Nolan

Ceist:

349. Deputy Carol Nolan asked the Minister for Education and Skills to outline the reasons a school (details supplied) was refused an application for funding under the summer works grant; if he will reconsider this decision; if his attention has been drawn to the issues in respect of overcrowding due to projected enrolment, as raised as an issue of concern by the inspectorate during a recent whole school evaluation; if he will make additional funds available to the school to rectify this situation; and if he will make a statement on the matter. [13601/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

I wish to advise the Deputy that the Category 6 application under the Summer Works Scheme (2016-2017) in respect of a roof repairs project, from the school to which she refers, has not been refused.

Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my Department’s website www.education.ie. Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. The SWS application from the school in question is available to be considered in this context.

I also wish to advise the Deputy that my Department is not in receipt of a current application for capital funding from the school referred to. Any application received will be assessed in the context of current competing priorities and the need to prioritise available funding for essential classroom accommodation, where an additional teacher has been appointed.

School Enrolments

Ceisteanna (350)

Bernard Durkan

Ceist:

350. Deputy Bernard J. Durkan asked the Minister for Education and Skills further to Parliamentary Question No. 339 of 28 February 2017 (details supplied) whether it is expected that the likely provision can be made to facilitate a special class in any other school within a five-mile radius; and if he will make a statement on the matter. [13606/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

The enrolment of a child to a school is a matter in the first instance for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools. Where a parent seeks to enrol their child in a school and that school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to the Secretary General of my Department. Only where an appeal under Section 29 is upheld, may the Secretary General of my Department direct a school to enrol a pupil.

The Education (Admission to Schools) Bill 2016, published on 6th July 2016 and passed second stage on 17th November 2016, provides that where a school has places available it must admit all applicants. The Bill also contains a provision 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, and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs). The NCSE or the Child and Family Agency will not be able to increase a school’s capacity, a school must have places available for a designation to be made.

The National Council for Special Education (NCSE) is responsible for organising and planning provision for children with Special Educational Needs, including establishing special classes in mainstream primary and post primary schools.

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.

The NCSE has advised that they have met with the parents to assist in identifying school placements and that the child referred to by the Deputy has recently been offered a placement in a primary school in the area.

The NCSE also works in collaboration with the Educational Welfare Services of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school. The EWS may be able to offer assistance and advice on securing a school placement within a pupil's area. The contact details for the EWS is Educational Welfare Services, Child and Family Agency, Floors 2-5, Brunel Building, Heuston South Quarter, Dublin 8. Telephone 01 7718500 email: ewsinfo@tusla.ie.

Children with autism may be eligible for home tuition if a school placement is not available for them and/or where a determination is awaited in respect of an expulsion or refusal to enrol taken under section 29 of the Education Act, 1998. Details in relation to the Home Tuition schemes are available on my Department's website at www.education.ie.

Special Educational Needs Staff

Ceisteanna (351)

Paul Murphy

Ceist:

351. Deputy Paul Murphy asked the Minister for Education and Skills if he will report on contacts his Department has had with the board of management of a school (details supplied) that provides education facilities for children with special needs regarding the special needs assistants allocation of that school; if the school will be permitted to hire four more SNAs to cater for the needs of the children; and if he will make a statement on the matter. [13607/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

The National Council for Special Education (NCSE) allocates SNA support to schools, in accordance with the criteria set out in my Department's Circular 0030/2014, in order that students who have special educational needs and additional care needs can access SNA support as and when it is needed.

The purpose of the SNA scheme is to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.

The scheme provides for the allocation of a quantum of SNA support to schools, taking into account the assessed care needs of individual children with disabilities, or severe medical needs. The scheme is not limited only to children who have been assessed as having specified categories of disability.

Schools who wish to make applications for SNA support should apply to the NCSE.

At my request, the NCSE have commenced 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.

Officials in my Department are in contact with the school referred to by the Deputy and a decision in respect of the appropriate levels of SNA supports for the school will be taken following a review by the NCSE of existing allocations and of students needs in the school.

Questions Nos. 352 and 353 answered with Question No. 264.

School Accommodation

Ceisteanna (354)

Jackie Cahill

Ceist:

354. Deputy Jackie Cahill asked the Minister for Education and Skills the status of an application to his Department by a school (details supplied) for an extension to include new classrooms and a hall in view of the fact that the application has been with his Department for some time; and if he will make a statement on the matter. [13671/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

The application to which the Deputy refers is currently being considered by my Department. My Department expects to be in further contact with the school authority in the matter shortly.

Schools Building Projects Status

Ceisteanna (355)

Darragh O'Brien

Ceist:

355. Deputy Darragh O'Brien asked the Minister for Education and Skills when work on the new school buildings for a school (details supplied) will commence; the status of this project; and if he will make a statement on the matter. [13704/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

The 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 14th March 2017. The completed supplementary tender report from the school and its design team will be submitted to my Department in the coming weeks and following its review and subject to no issues arising it is anticipated that construction will commence in the third quarter of 2017. The project is scheduled to take 25 months to complete.

Schools Building Projects Status

Ceisteanna (356)

Darragh O'Brien

Ceist:

356. Deputy Darragh O'Brien asked the Minister for Education and Skills when the next phase of the school building for a school (details supplied) will commence; the status of this project; and if he will make a statement on the matter. [13705/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

The project to which the Deputy refers was authorised to proceed to tender in October 2016.

The Design Team is currently finalising a shortlist of contractors who will be invited to tender for the project.

Subject to no issues arising it is anticipated that construction could commence in the summer of 2017 and the project is scheduled to take approximately 18 months to complete.

Special Educational Needs Service Provision

Ceisteanna (357)

Pat Buckley

Ceist:

357. Deputy Pat Buckley asked the Minister for Education and Skills to outline the reason funding was refused by the HSE to supply a nurse to a person (details supplied) who has been out of school since February 2017. [13712/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

My Department provides funding for a range of Special Educational Supports in schools. These include Special Education Teachers and Special Needs Assistants.

My Department does not fund nursing provision in schools. Where nurses are funded in schools the funding is provided by the HSE and accordingly questions on funding for nursing provision in schools should be addressed to my colleague the Minister for Health.

Apprenticeship Programmes

Ceisteanna (358)

Fiona O'Loughlin

Ceist:

358. Deputy Fiona O'Loughlin asked the Minister for Education and Skills to set out the number of colleges providing courses for apprentice mechanics; if all colleges charge the apprentices for courses provided or if there are different rates depending on the college; if his Department pays the colleges for any aspect of such courses; and if he will make a statement on the matter. [13717/17]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education and Skills

Apprenticeship is a blended alternative training programme, with the off the job training element of apprentice mechanics courses delivered by Education and Training Board (ETB) training centres and Institutes of Technology (IoTs).

Students are not charged a fee for participating in phase 2 of apprentice mechanic courses, which are delivered in ETB training centres. Phase 4 and phase 6 of these mechanic courses are delivered by IoTs. The Annual Student Contribution (ASC) is levied on all students attending IoTs and the amount due by apprentices is calculated on a pro rata basis of the time which they spend in IoTs during the academic year. This is typically one third of the ASC paid by students attending for the full academic year and amounts to €1,000. SOLAS fund ETBs for phase 2 training and the Higher Education Authority (HEA) fund provision in the IoTs.

Special Educational Needs Service Provision

Ceisteanna (359)

Fiona O'Loughlin

Ceist:

359. Deputy Fiona O'Loughlin asked the Minister for Education and Skills to outline the procedure that should be followed under the new resource allocation model when a child with special needs transfers to a new school; if the resource hours allocated to the child transfer with them to the new school or if an additional application is required; and if he will make a statement on the matter. [13718/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.

These Circulars set out the details of the new model for allocating special education teachers to schools.

The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.

The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.

Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.

The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.

No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.

An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.

The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a key priority for this Government. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.

Under the new allocation model, schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s 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 in each school.

Schools will be frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile. This includes provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school.

The new allocations to schools will include provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school.

All allocations to schools include a supplementary provision, which has been referred to as the ‘baseline allocation’ which is allocated over and above the profiled allocation.

For students who start school from September 2017, with a specific diagnosis, either in junior infants or transferring from another school, the resources they need will already be in the school under the new model.

It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.

The NCSE has published details of the appeals process on the NCSE website: www.ncse.ie. Should a school wish to appeal they should do so by March 31st 2017.

Schools will be able to appeal whether the data used to calculate their school profile was correct and complete and whether it was correctly applied in the calculation of their 2017/18 allocation.

DES Circulars 0013/2017 and 0014/2017 outline the basis on which the Education Research Centre determined the allocations for all schools.

In advance of the submission of an appeal, schools should read carefully the DES circulars and in particular the relevant section, which relates to the breakdown of the allocation, which may be under consideration for appeal.

The model will allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.

Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs are also being prepared and will be published shortly.

The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs. The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.

Educational Disadvantage

Ceisteanna (360)

Fiona O'Loughlin

Ceist:

360. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if further schools will be added to the DEIS programme in the coming 12 months; the process and timeframe for this; and if he will make a statement on the matter. [13727/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.

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 in the DEIS School Support Programme.

Schools included in the list published by my Department on 13th 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.

Schools which have not been included or upgraded at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new identification process, which is fair and objective.

It is important to note that the school details published on 13th 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.

Educational Disadvantage

Ceisteanna (361)

Dara Calleary

Ceist:

361. Deputy Dara Calleary asked the Minister for Education and Skills when the re-evaluation of schools that had applied for DEIS status will be completed; if schools previously excluded from DEIS will now have an opportunity to be re-evaluated; and if he will make a statement on the matter. [13731/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.

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 in the DEIS School Support Programme.

Schools included in the list published by my Department on 13th 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.

Schools which have not been included or upgraded at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new identification process, which is fair and objective.

The 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 13th 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.

School Staff

Ceisteanna (362, 363)

Dara Calleary

Ceist:

362. Deputy Dara Calleary asked the Minister for Education and Skills if his Department's circular 0017/2017 concerning appointment of additional teachers in primary schools has any element of flexibility or appeal mechanism; and if he will make a statement on the matter. [13736/17]

Amharc ar fhreagra

Dara Calleary

Ceist:

363. Deputy Dara Calleary asked the Minister for Education and Skills if schools in which enrolment will increase in September 2017 but not by an additional 25 students compared with 2016 will be eligible to appoint an additional teacher; if he has considered the fact that the implication for the intake of schools at infant level will be greater than his Department's recommended class size; and if he will make a statement on the matter. [13737/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills (Deputy Richard Bruton)

I propose to take Questions Nos. 362 and 363 together.

The criteria used for the allocation of teachers to primary schools are published annually on the website of the Department of Education and Skills. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.

Staffing arrangements for the 2017/18 school year are set out in circular 0017/2017 which is available on my Departments website.

The staffing arrangements include an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.

The deployment of classroom teachers to individual classes is dealt with at individual school level. With over 21,100 classes in over 3,100 primary schools throughout the country there will always be variations in class sizes at individual school level. The Department's guidance to schools is to ensure that the number of pupils in any class is kept as low as possible, taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). Schools are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.

Given that the staffing schedule operates to a general average of 1 classroom teacher for every 27 pupils, if a school has a large class it generally also has a small class.

DEIS Eligibility

Ceisteanna (364)

Dara Calleary

Ceist:

364. Deputy Dara Calleary asked the Minister for Education and Skills to outline the reason a primary school (details supplied) in County Mayo is deemed ineligible for urban and rural DEIS status; and if he will make a statement on the matter. [13738/17]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Skills

DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.

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 in the DEIS School Support Programme.

Schools included in the list published by my Department on 13th 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.

Schools which have not been included or upgraded at this stage, including the school 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 identification process, which is fair and objective.

The 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 13th 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.

Special Educational Needs Service Provision

Ceisteanna (365)

Michael Healy-Rae

Ceist:

365. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a school (details supplied) can appeal allocated hours and receive more hours with regard to the new system of special educational needs support; and if he will make a statement on the matter. [13759/17]