Written Answers Nos. 263 - 282
263. Deputy Louise O'Reilly asked the Minister for Education and Skills if research has been carried out on the need to expand the number of places for children with autism spectrum disorder at primary school level in Skerries; and if he will make a statement on the matter. [18096/17]
Amharc ar fhreagra265. Deputy Louise O'Reilly asked the Minister for Education and Skills if his attention has been drawn to the fact that there is a shortage of specific primary school placements for children with ASD in the Skerries area; his plans to address this; and if he will make a statement on the matter. [18098/17]
Amharc ar fhreagraI propose to take Questions Nos. 263 and 265 together.
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 Special Educational Needs 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.
The Deputy will also be aware that it is the role of the National Council for Special Education (NCSE) to make appropriate arrangements to establish special classes and special school placements where the need for such placements has been identified.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required.
The NCSE operates within my Department's criteria in allocating such support. Special Classes and Special Schools are staffed with a lower pupil–teacher ratio ranging from 6-1 to 12-1, on the basis of disability categorisation of pupils attending the school.
There are currently 1,152 special classes nationally, which is an increase of over 100% on the number available in 2011. Of these, 126 are ASD early intervention classes, 526 are primary ASD classes and 236 are post-primary ASD classes. The remainder are non-ASD special classes. 125 special schools also provide specialist education for those pupils who need it, from infants to eighteen years of age.
With regard to Co. Dublin (city and county), the NCSE has advised that there 119 ASD special classes attached to mainstream 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.
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.
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.
As details relating specifically to the area referred to by the Deputy are not readily available in my Department, I have arranged for the Deputy's question to be forwarded to the National Council for Special Education for their attention and direct reply.
264. Deputy Louise O'Reilly asked the Minister for Education and Skills if his attention has been drawn to plans to expand the provision of services at primary school level in the Skerries area; and if he will make a statement on the matter. [18097/17]
Amharc ar fhreagraFor school planning purposes, my Department divides the country into 314 geographic areas known as school planning areas which facilitates the orderly planning of school provision and accommodation needs. In identifying the requirement for additional school places in a school planning area, my Department uses a Geographical Information System to identify the areas under increased demographic pressure nationwide. The GIS uses data from a range of sources including my Department’s own databases. With this information, my Department carries out nationwide demographic exercises at primary and post primary level to determine where additional school accommodation is needed.
My Department is not in receipt of applications for additional accommodation from any of the 8 primary schools in the Skerries school planning area.
As with other school planning areas nationwide, the demographic data for the Skerries school planning area is being kept under review by my Department to take account of updated child benefit data and updated enrolment data and also the impact of existing and planned capacity increases in this area.
The outcome of this review of demographic changes and school capacity in the school planning area will determine the means by which any additional school places which may be required will be met.
266. Deputy Thomas Byrne asked the Minister for Education and Skills the allocation model for resource and learning support for children with special needs that will apply in newly founded schools. [18111/17]
Amharc ar fhreagraDepartment of Education and Skills Circulars DES 0013/2017 and DES 0014/2017 set out details of a new model for allocating Special Education Teachers to mainstream primary and post primary schools.
The Education Research Centre has calculated profiled allocations for all schools, based on the criteria set out in these Circulars.
Where new schools have opened recently, once the Department becomes aware of the enrolments applicable for such schools, the Education Research Centre will be asked to calculate a value for this school, based on the school enrolment.
Where new schools have opened recently, such schools may not have all data for which school profiles are calculated, such as standardised test score data.
Where data is not available for a particular component of the profile, the national average allocation across the school system will be applied to the school for each component of the model, on a proportionate basis, based on school enrolments.
Once this data becomes available or for future reviews of the allocation model, the updated data for these schools will be used.
267. Deputy Niamh Smyth asked the Minister for Education and Skills the status of an application by a school (detail supplied) under the summer works scheme; and if he will make a statement on the matter. [18117/17]
Amharc ar fhreagraI can confirm to the Deputy that my Department is in receipt of a Category 10 application, external environment project, under the Summer Works Scheme (2016 and 2017) from the school to which she refers.
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 the 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 the Department's website. The application from the school in question is available to be considered in this context.
268. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills further to Parliamentary Question No. 276 of 21 March 2017, the reason his Department is apparently unaware that Cavan and Monaghan Education and Training Board has determined the future use of the Dún Uí Neill barracks site in Cavan town; if he will re-examine his answer to Parliamentary Question No. 276 of 21 March and provide a more comprehensive response; and if he will make a statement on the matter. [18132/17]
Amharc ar fhreagraMy Department was in contact with Cavan and Monaghan Education and Training Board in relation to this matter when the initial parliamentary question was asked on 21 March 2017 and also in relation to this follow-up parliamentary question.
As outlined in my reply to Dail question 276 of 21 March 2017, my Department understands that the ETB is currently considering various options in relation to the long term future use of the accommodation facilities available on the Barrack’s site and has not already determined the future use of the Dún Uí Neill barracks site in Cavan town.
My Department expects that the ETB will be in contact with my Department when it has advanced its consideration of the matter.
269. Deputy Brendan Smith asked the Minister for Education and Skills further to Parliamentary Question No. 189 of 16 December 2016, when a building project at a school (details supplied) will proceed to the next stage; if his attention has been drawn to the concerns expressed to his Department by the board of management in relation to further delays occurring in having this project proceed to construction stage; and if he will make a statement on the matter. [18133/17]
Amharc ar fhreagraThe building project to which the Deputy refers is at an advanced stage of architectural planning, Stage 2(b) detailed design stage, which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The Design Team are currently completing the Stage 2(b) submission which the Board of Management will then submit to my Department for review. When the Stage 2(b) has been reviewed my Department will revert to the school at that time with a timeframe for the further progression of the project to tender stage.
270. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the details of the summer works scheme 2016-17; if there are planned works for summer 2017; and if he will make a statement on the matter. [18165/17]
Amharc ar fhreagraI wish to advise the Deputy that the current Summer Works Scheme is being applied on a multi-annual basis for the years 2016 and 2017.
Details of successful school applicants in respect of Categories 1 and 2 were announced last April and are published on my Department’s website www.education.ie. Assessment of valid applications 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.
271. Deputy Jack Chambers asked the Minister for Education and Skills if a DEIS band school (details supplied) will have exclusive access to a full-time home school community liaison teacher; and if he will make a statement on the matter. [18173/17]
Amharc ar fhreagraThe matter referred to by the Deputy relates to the assignment of a Home School Community Liaison (HSCL) Coordinator where the assignment of the current Coordinator serving the school in question is due to expire at the end of the current school year.
The reassignment of HSCL duties is part of the normal cycle of the HSCL scheme and the allocation of a full or a shared teacher to these duties is related to the number of targeted pupils in the school in terms of educational disadvantage.
While this matter is not related in any way to the renewal of the DEIS programme which I recently launched as DEIS Plan 2017, the Deputy may wish to note that there are a number of specific actions relating to the HSCL Scheme, and to future arrangements for the clustering of schools to receive such resources in the new DEIS Plan. Work on implementing these actions will be taken forward by my Department together with other relevant Government Departments and agencies, and our education partners including schools.
In this particular case the deputy may wish to note that officials of my Department are currently engaging with the school in question to ensure that a HSCL Coordinator is in place for the coming school year to ensure the continuity of this important DEIS support.
272. Deputy Mick Barry asked the Minister for Education and Skills if revised payscales and allowances for persons recruited to certain direct entry grades are applicable to the position of Youthreach resource person; and if he will make a statement on the matter. [18198/17]
Amharc ar fhreagra273. Deputy Mick Barry asked the Minister for Education and Skills the circulars for revised payscales and allowances for persons recruited to direct entry grades which are applicable to the position of Youthreach resource person from 2010 to 2016 and to date in 2017; and if he will make a statement on the matter. [18199/17]
Amharc ar fhreagra274. Deputy Mick Barry asked the Minister for Education and Skills the circulars for revised pay scales and allowances for persons recruited to direct entry grades which are applicable to the position of Youthreach resource person currently for remuneration. [18200/17]
Amharc ar fhreagraI propose to take Questions Nos. 272 to 274, inclusive, together.
The circulars for revised pay rates and allowances for persons recruited to the direct entry grades applicable to the position of Youthreach Resource Persons from 2010 to date in 2017 are:
Circular 27/2017 - Revision of Salaries In Respect Of All Staff Other Than Teachers and SNAs Employed by ETBs with Effect from 1 April 2017
Circular 83/2015 - Revision of Salaries in Respect Of Adult Education Guidance Information Officers and Youthreach Resource Persons Employed by ETBs with Effect from 01 January 2016
Circular 55/2014 - Implementation of Clause 2.31 of the Haddington Road Agreement - revised pay scales and allowances for persons recruited to certain direct entry grades - Revised Salary Scales and Allowances for Adult Education Guidance Counsellors and Co-Ordinators, Adult Education Guidance Information Officers, Adult Literacy Organisers, Community Education Facilitators, Psychologists (City and Co. Dublin VECs) and Youthreach Resource Persons
Circular 13/2014 - Application of sections 2.24 and 2.25 of the Public Service Stability Agreement 2013 – 2016 (Haddington Road Agreement) – Education and Training Boards
Circular 55/2011 - Revised salary scales and allowances for the application of 10% reduction in pay rates and fixed allowances to persons recruited to direct entry (recruitment) grades in the Education Sector with effect from 1 January 2011 for Adult Education Guidance Counsellors and Co-Ordinators, Adult Education Guidance Information Officers, Adult Literacy Organisers, Community Education Facilitators, Psychologists (City and Co. Dublin VECs) and Youthreach Resource Persons
Revised payscales and allowances for persons recruited to certain direct entry grades resulting from the implementation of Government Decisions, FEMPI legislation and various National Pay Agreements, and as set out in these circulars, are applicable to the position of Youthreach Resource Persons.
275. Deputy Jack Chambers asked the Minister for Education and Skills the way a secondary teacher who is in an ASTI affiliated school, but who is not a member of the ASTI or other trade union, can sign up to and avail of the terms and conditions of the Lansdowne Road agreement; and if he will make a statement on the matter. [18208/17]
Amharc ar fhreagraThe current position is that the Lansdowne Road Agreement as set out in Section 2 of Circular 0045/2016 applies to teachers employed in Education and Training Board schools and centres (except for Designated Community Colleges). The agreement also applies to teachers employed in Designated Community Colleges, Community and Comprehensive Schools and Voluntary Secondary Schools who are TUI members. The Financial Emergency Measures in the Public Interest Acts 2013 and 2015 as set out in Section 3 of the Circular applies to all other teachers employed in such schools.
As is the norm with public service collective agreements, the Lansdowne Road Agreement was negotiated with trade unions which are recognised as representing staff in the public service (including teachers). It is normal practice in the public service that the decision of the trade union recognised as holding representative rights for a particular grade or sector will determine the position for all relevant staff in that grade/sector. This context does not allow for acceptance or rejection of collective agreements by staff on an individual basis.
Accordingly, there is no proposal at this time to treat teachers separately based on the fact that they are not a member of a trade union. However, since the announcement of the ASTI ballot result my Department has received a number of queries from both ASTI members and teachers who are not members of a trade union about union membership. Therefore, having regard to the circumstances of the dispute with the ASTI, this is an issue that I will keep under review going forward.
276. Deputy Michael McGrath asked the Minister for Education and Skills the enrolment procedures that pertain to early intervention units that are part of certain primary schools; the role of the NCSE and the school in the process of filling the places in the unit; and if he will make a statement on the matter. [18236/17]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the body responsible for organising and planning provision for children with Special Educational Needs, including establishing ASD early intervention classes and special classes in mainstream primary and post primary schools.
There are currently 126 Early Intervention classes for children with ASD in recognised primary and special schools. Early Intervention classes are supported with a pupil–teacher ratio of 6:1 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
From the age of three children with autism (who will not reach the age of 6 during the current school year) can enrol in these early intervention settings. Where such a placement is not available home tuition can be provided.
The enrolment of a child to a school is a matter, in the first instance, for the parents/guardians of the child and the Board of Management of a school.
However, parents/guardians who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) who can assist in identifying an appropriate educational placement for their child. Contact details are available on www.ncse.ie.
The SENO can also advise parents in relation to supports which may be available to support children with special educational needs, including special transport arrangements which may be made available.
The NCSE have also published a Guide for Parents and Guardians of Children and Young People with Special Educational Needs on Choosing a School. This guide is also available at www.ncse.ie.
277. Deputy Michael Healy-Rae asked the Minister for Education and Skills when a person (details supplied) will be provided with a special needs assistant; and if he will make a statement on the matter. [18257/17]
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.
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.
The local SENO is available to discuss any concerns that parents have about the present or future educational needs of their child. All schools have the contact details of their local SENO. Contact details are also available on the NCSE website at www.ncse.ie.
As the question which the Deputy asks relates to an individual child, the matter has been referred to the NCSE for direct reply.
278. Deputy Eamon Scanlon asked the Minister for Education and Skills if he will adjust the income reckoner limits for the SUSI grant process to net reckonable earnings to make it fair on PAYE workers; and if he will make a statement on the matter. [18265/17]
Amharc ar fhreagraStudent grant applications are means tested on gross income from all sources earned inside and outside the State within a specified reference period. The means test arrangements of the Student Grant Scheme are applied nationally. The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different spending decisions in different households.
The Student Grant Scheme provides for higher income thresholds for larger families. In addition to this, further increases in the income thresholds are provided for where additional family members are attending further and/or higher education at the same time.
The current system of student supports is underpinned by the Student Support Act, 2011. My officials have recently commenced a review of this legislation to identify areas where the Act needs to be updated to reflect the changes that have taken place in Irish society and to ensure that supports are targeted effectively at those most in need. All relevant issues will be considered as part of this review.
279. Deputy Paul Kehoe asked the Minister for Education and Skills if his Department has received an application for building works on a school (details supplied); the status of the application; and if he will make a statement on the matter. [18307/17]
Amharc ar fhreagraI wish to advise the Deputy that the school in question has recently submitted an application to my Department for capital funding for additional school accommodation. The application will be considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
280. Deputy Willie Penrose asked the Minister for Education and Skills if his Department will provide 4G broadband via the NCTE to schools that are not on the fibre wire network (details supplied); and if he will make a statement on the matter. [18317/17]
Amharc ar fhreagraThe Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, sets out the Department's vision for embedding ICT in teaching learning and assessment in primary and post-primary schools. A key priority of the Strategy will be to address the broadband connectivity issues experienced by primary schools owing to infrastructural deficits and the dispersal of primary schools. My Department is collaborating with the Department of Communications Climate Action and Environment on this issue, having regard to the National Digital Strategy.
Through the current Schools Broadband Access Programme, the Department provides for the supply of internet connectivity for all recognised primary, post-primary and special schools. The overall policy of my Department is to offer the best quality connectivity to all schools in line with technical solutions available in the market and within required financial parameters.
The Department has upgraded more than 1,000 school connections to fibre broadband in fibre broadband enabled areas. Under the current programme, the Department continually reviews the availability of services and upgrades schools where the opportunity arises, within the parameters of the programme and in compliance with procurement and contractual obligations. Connecting schools to fibre broadband where and when available are considered in that context.
Currently, 3G/4G services are not available on the DES Schools Broadband Network due to the fact that Service Providers cannot guarantee bandwidth and contention across their networks as outlined in the Department specification of service requirements, and generally their service comes with a restrictive download limit. Connections supplied through the Schools Broadband Network have no download limit.
The Strategy recognises the issues schools face in relation to ICT infrastructure, and funding of €210m is committed to address these requirements over the period of the Strategy. The first tranche of funding of €30m in respect of the 2016-2017 school year has been issued to all eligible primary and post-primary schools. Details of the Grant Scheme for ICT Infrastructure, including eligibility criteria and the methodology applied to calculating the payments, can be found on the Department's website at http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0001_2017.pdf.
281. Deputy John Deasy asked the Minister for Education and Skills the amount spent across his Department over the past five years on maintaining vacant or unused State owned properties, including security arrangements; and if he will make a statement on the matter. [18725/17]
Amharc ar fhreagraThe information requested by the Deputy is being collated by my Department and will be forwarded to the Deputy when compiled.
The following deferred reply was received under Standing Order 42A
The Department normally acquires greenfield sites which in general do not require maintenance or security pending development. However recent school needs in urban areas meant that greenfield sites were not available, and where buildings became available these were purchased. Security of the property was required pending the development of the building project, since only a portion of the property was occupied.
The table details monies spent on properties in my ownership over the past five years. The details relate to properties in my ownership only and do not encompass any monies spent on properties owned by Education and Training Boards or by bodies under the aegis of the Department of Education and Skills.
Monies spent by Department of Education on maintaining vacant or unused Minister owned properties over last 5 years.
|
Year |
Cost |
Nature of Expenditure |
|
2012 |
€2,712.65 |
- Maintenance Services re roof repairs on former post-primary school on Haddington Road. |
|
2013 |
0 |
|
|
2014 |
€128,984.74 |
Security costs re:- - Hall of vacant former post-primary school in temporary used by St. Brigid's National School & St. Mary's National School Haddington Road - Vacant portion of premises partially occupied by Gaelcholaiste an Phiarsaigh, Rathfarnham. |
|
2015 |
€241,448.72 |
Security costs re:- - former FÁS Centre, Cabra, Dublin - School of The Holy Spirit, Kilkenny - Hall of vacant post-primary school in temporary use by St. Brigid's National School & St. Mary's National School Haddington Road - Vacant portion of premises partially occupied by Gaelcholaiste an Phiarsaigh, Rathfarnham. |
|
2016 |
€329,815.51 |
- Boundary works at Rathcoole - Works following unsocial behaviour at former St. Mary's National School, Trim, Co. Meath - Security and Maintenance at vacant portion of premises partially occupied by Gaelcholaiste an Phiarsaigh, Rathfarnham. |
|
2017 (up to 11.4.17) |
€35,839.41 |
- Security and maintenance at vacant portion of premises partially occupied by Gaelcholaiste an Phiarsaigh, Rathfarnham. - Expenses re boundary works at Rathcoole site. |
|
Total |
€738,801.03 |
282. Deputy Sean Fleming asked the Minister for Education and Skills the adjudications and the findings of the Workplace Relations Commission in respect of public bodies in each of the years 2015 to 2016 and to date in 2017 that have not been accepted by his Department having consulted the Department of Public Expenditure and Reform; the numbers involved and the reasons for this; and if he will make a statement on the matter. [18736/17]
Amharc ar fhreagraThere are no adjudications or findings of the Workplace Relations Commission in respect of public bodies in any of the years 2015 to 2016 or to date in 2017, that have been submitted for consideration to my Department and that have not been accepted.
