Written Answers Nos. 321-348
321. Deputy Thomas P. Broughan asked the Minister for Education and Skills when the public competition for the position of director of the Teaching Council will be publicly advertised in view of the fact that the term of the incumbent will be completed shortly; and if he will make a statement on the matter. [19482/17]
Amharc ar fhreagraThe Council has been in contact with me regarding this matter and I expect that procedures will be finalised shortly.
322. Deputy Maurice Quinlivan asked the Minister for Education and Skills his plans to introduce an initiative to provide a cycling helmet to every child in national school as part of a cycle safety programme; and if he will make a statement on the matter. [19561/17]
Amharc ar fhreagraMy Department has no plans to provide a cycling helmet to every child attending primary school. The Department of Transport, Tourism and Sport funds Cycle Right, the National Standard for Cycle Training, which provides practical cycle safety and skills training.
Cycle Right was developed by a partnership steering committee consisting of stakeholders including the Department of Transport, Tourism & Sport, the Road Safety Authority, Cycling Ireland, An Garda Síochána, An Táisce (Green Schools), Coaching Ireland and representatives of local authorities. Schools can apply to partake in this programme.
In the Primary school curriculum Road Safety, including cycling, is part of the Safety and Protection strand of the SPHE curriculum.
323. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if he will provide a list of local training initiatives across the State. [19583/17]
Amharc ar fhreagraThe tables sets out the list of local training initiatives (LTIs) extracted by SOLAS from the 2016 Funding Allocations Requests and Reporting database system. These are the reported LTIs from ETBs in operation during 2016.
|
FET - LTI Provision - 2016 |
|||
|
Local Training Initiatives |
Cavan Centre LTI |
||
|
Cavan Geneology LTI |
|||
|
Cavan Training |
|||
|
Clones Peacelink LTI |
|||
|
Moving on Castleblaney LTI |
|||
|
North Monaghan LTI |
|||
|
Monaghan Training |
|||
|
Cavan and Monaghan ETB |
|||
|
Daughters of charity |
|||
|
Dublin parks tennis |
|||
|
Dublinia Culture and Heritage Project |
|||
|
Exchange House |
|||
|
INOU Building Futures |
|||
|
National Print Museum - Culture & Heritage Programme |
|||
|
Northwall Community Development Programme |
|||
|
South Inner City Community Development Programme |
|||
|
CDETB Finglas Training Centre |
|||
|
City of Dublin ETB |
|||
|
Bessborough Horticulture LTI |
|||
|
Bruac Eile |
|||
|
Cork Academy of Music L4 |
|||
|
Cork Academy of Music L5 |
|||
|
Cork WIN |
|||
|
East Cork Music Project |
|||
|
FAI Blarney L4 |
|||
|
FAI Carrigaline |
|||
|
FAI Coach Education Academy |
|||
|
Furniture & Antique Restoration Doneraile |
|||
|
Headway |
|||
|
Healthcare and Childcare |
|||
|
Logistics & Distribution Mitchelstown |
|||
|
Macroom Good Lives |
|||
|
Mallow Film/Media |
|||
|
Matt Talbot Adolescent Services |
|||
|
N.C.E Sports & Recreation Tennis Village |
|||
|
West Cork Food Skills Bantry |
|||
|
Youghal Sports & Recreation LTI |
|||
|
Youth Work Ireland - Art & Design |
|||
|
Cork Training Centre -Training |
|||
|
Cork ETB |
|||
|
St Catherines Church and Graveyard Project |
|||
|
Letterkenny Training Centre |
|||
|
Donegal ETB |
|||
|
Blanchardstown Traveller Development Group |
|||
|
Bremore Castle |
|||
|
FAI Coaching |
|||
|
Shackelton Mills |
|||
|
Baldoyle Training Centre |
|||
|
FAI Irishtown |
|||
|
FAI Soccer Training Programme |
|||
|
Horticulture Skills |
|||
|
JADD LTI |
|||
|
Sports and Recreation FUTSAL (Community) |
|||
|
TASK - Southside Travellers |
|||
|
Dublin and Dun Laoghaire ETB |
|||
|
Bealoideas Cois Fharraige - Office Skills Level 4 |
|||
|
Bealoidis Chois Fharraige - Employability Skills Level 3 |
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|
Boyle IT Essentials & Networking Technology - Info & Comm Tech Level 4 |
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|
Boyle IT Essentials & Networking Technology - Info Processing Level 5 |
|||
|
Commerical Horticulture Castlerea |
|||
|
Commerical Horticulture Castlerea - Horticulture Level 5 |
|||
|
Galway Family History Society - Employability Skills Level 3 |
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|
Galway Family History Society - Office Skills Level 4 |
|||
|
Loughrea History Project - Information Processing Level 5 |
|||
|
Roscommon Genealogy - Employability Skills Level 3 |
|||
|
Roscommon Genealogy - Office Skills Level 4 |
|||
|
Roscommon Genealogy Office - Office Administration Level 5 |
|||
|
Roscommon Womens Network Castlerea - Information Processing Level 5 |
|||
|
Roscommon Womens Network Castlerea - Employment Skills Level 4 |
|||
|
Roscommon Womens Network Castlerea - Info & Comm Technologies Level 3 |
|||
|
South East Galway IRD - Employability Skills Level 3 |
|||
|
South East Galway IRD - General Studies Level 5 |
|||
|
Togail - Employability Skills Level 3 |
|||
|
Woodford Heritage - Info & Comm Technology Skills Level 4 |
|||
|
Galway and Roscommon ETB |
Training Centre Mervue |
||
|
Allenwood Career Choices |
|||
|
Career Path for Dyslexia |
|||
|
Celbridge Community Health Services |
|||
|
CKLP Athy Retail Skills |
|||
|
CKLP Naas Employment Project |
|||
|
CKLP Naas IT & Office Skills |
|||
|
Foundation to Employment |
|||
|
Greenkeeping |
|||
|
Horticulture Lullymore |
|||
|
KARE Intellectual Disability Support Programme |
|||
|
Kildare Training |
|||
|
Arklow Business Enterprise Centre |
|||
|
Baltinglass LTI KARE |
|||
|
Tobhar to Grobacht - Bray Travellers Community Development Group |
|||
|
Wicklow Training |
|||
|
Kildare and Wicklow ETB |
|||
|
FRESH START LTI FRESHFORD |
|||
|
Moving on Ferrybank |
|||
|
Moving on Ferrybank 2 |
|||
|
Professional Cookery, School of Food, Thomastown (Level 5) |
|||
|
Rapid Community Garden Project - Newpark F.R.C. |
|||
|
Rothe House Culture and Heritage Project Ltd. |
|||
|
The Grow Project (Horticulture Programme) |
|||
|
Young Irish Film Makers Kilkenny |
|||
|
MAKING CONNECTIONS CARLOW |
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|
Moving on Carlow |
|||
|
Training Carlow |
|||
|
Foundation to Employment |
|||
|
Healthcare Support |
|||
|
Healthcare Support - LTI |
|||
|
Horticulture |
|||
|
Landscaping & Horticulture |
|||
|
Skills for Employment |
|||
|
Training Offaly |
|||
|
Catering Support |
|||
|
Employment skills (Repairs and Maintenance) |
|||
|
Training Laois |
|||
|
Laois and Offaly ETB |
|||
|
Broadford Sports and Recreation |
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|
Catering Support |
|||
|
Childcare |
|||
|
Employability Skills |
|||
|
Employability Skills - Hospital |
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|
FAI Soccer Training Programme |
|||
|
Health Care Support |
|||
|
Horticulture Skills |
|||
|
Intellectual Disabililty Practice |
|||
|
Outdoor Recreation |
|||
|
Pathways to Employment Abbeyfeale |
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|
Retail Skills |
|||
|
Sports Coaching |
|||
|
Limerick Training Centre |
|||
|
Ennistymon - Pathway to Employment |
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|
Horticulture Skills |
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|
Hospitality Operations |
|||
|
Kilrush - Pathway to Employment |
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|
Motor Technology |
|||
|
Shannon Training Centre |
|||
|
Limerick Clare ETB |
|||
|
Life Skills & Catering |
|||
|
Pre-Apprenticeship Programme |
|||
|
Revamp |
|||
|
Longford Training |
|||
|
Horticulture |
|||
|
Office and Business Skills |
|||
|
Training for Employment |
|||
|
Westmeath Training |
|||
|
Longford and Westmeath ETB |
|||
|
Create - Redeemer Development LTI |
|||
|
Drogheda Moving On |
|||
|
Drogheda Training Initiative LTI |
|||
|
Drogheda Youth Devlopment LTI |
|||
|
Linked Work Experience |
|||
|
Moving On Dundalk LTI |
|||
|
Muirhevna LTI |
|||
|
Navan Career Start LTI |
|||
|
Tabor House - Navan LTI |
|||
|
Trim Forum for Employment LTI |
|||
|
Louth Meath Regional TC |
|||
|
Louth and Meath ETB |
|||
|
Ballinrobe Lake District Enterprise |
|||
|
Computer Training & Research-Mohill |
|||
|
Erris Arts |
|||
|
FAI Football Programme-Castlebar |
|||
|
Hospitality Operations |
|||
|
Leitrim Youth & Education |
|||
|
Mayo Folklore |
|||
|
Newport LTI |
|||
|
Office Skills-Ballymote LTI |
|||
|
Organic Horticulture |
|||
|
Sligo Heritage and Genealogy |
|||
|
South Mayo Family Research |
|||
|
Yeats Country Tourism with IT |
|||
|
Mayo, Sligo and Leitrim ETB |
Sligo Training Centre |
||
|
Cahir Development Business & Training Centre |
|||
|
Carrick on Suir Development Association |
|||
|
Knockanrawley Resource Centre Ltd (KITE) |
|||
|
MAKING CONNECTIONS SOUTH TIPPERARY |
|||
|
Spafield F.R.C. Ltd - Retail Practice Level 5 QQI Major Award |
|||
|
Tipperary Association for Special Needs - Level 5 Childcare Programme |
|||
|
Training South Tipperary |
|||
|
Littleton LTI - Sports & Recreation |
|||
|
Pathway to Employment - Tourism and Catering Skills - Littleton |
|||
|
Training North Tipperary |
|||
|
Tipperary ETB |
|||
|
Experience Success - Access 2000 Ltd (Wexford) |
|||
|
Ballybeg Horticulture Programme |
|||
|
Business Administration Enniscorthy Enterprise |
|||
|
Connect Programme (PWD) |
|||
|
COTS LTI PROGRAMME KILMUCKRIDGE |
|||
|
Dunhill Recreational Tourism Trails Development Programme |
|||
|
Edmund Rice Integration & Support Unit - Pathways to Employment |
|||
|
Gorey Youth Needs Initiative - Sports, Recreation and Exercise |
|||
|
Lismore Atelier |
|||
|
Making Connections Waterford |
|||
|
Manor St John - Next Steps Programme |
|||
|
Seans Eile |
|||
|
Seans Eile 2 |
|||
|
St. John's Priory - Start March 2015 |
|||
|
TREO DUNGARVAN |
|||
|
Waterford Heritage Programme |
|||
|
Waterford and Wexford ETB |
Community Training |
324. Deputy David Cullinane asked the Minister for Education and Skills if management staff on local training initiatives have a pay relationship with and are proportionally linked to community training workshop managers; and if he will make a statement on the matter. [19593/17]
Amharc ar fhreagraOn 21 March 2002, the Labour Court recommended that LTI Community Training Supervisors should receive an increase in pay and that the total grant paid by FÁS to project sponsors for supervisor pay should be increased by 20%. Sponsors were to be advised that the total increased grant, less employers PRSI, should be paid to supervisors. This was implemented by FÁS.
The recommendation also stated that for future pay increases, the supervisors should have a pay relationship with and be ‘linked proportionally’ to Community Training Centre (CTC) Managers. Any benefit to the claimants arising from the pay relationship should be paid in accordance with the Programme for Prosperity and Fairness, which was in place at the time. Since then, LTI Community Training Supervisors have received increases under national agreements, in line with CTC Managers.
325. Deputy Pearse Doherty asked the Minister for Education and Skills if he has received correspondence from the chairpersons of an association (details supplied) in which concerns relating to the new model of allocating resource teaching supports are outlined; if he will facilitate and attend such a meeting as requested therein with representatives from the association; and if he will make a statement on the matter. [19610/17]
Amharc ar fhreagraI wish to advise the Deputy that I have received the correspondence and have asked my officials to arrange a meeting with the correspondents to discuss the issues they have raised.
326. Deputy Alan Kelly asked the Minister for Education and Skills if there will continue to be a teacher leader for Reading Recovery in a centre (details supplied). [19626/17]
Amharc ar fhreagraMy Department, through the teacher support services and education centres, engages teachers on a full time basis annually for the provision of CPD through secondment from their schools. Having teachers with relevant and recent teaching experience and expertise is a key requirement for the role. It is a condition therefore that the maximum length of time that a teacher may be on secondment is five years, following which they return to their teaching roles within their schools. A limited alleviation of the application of the five year limit has been agreed to allow a small number of seconded personnel to serve for a further limited period.
In line with this policy, the term of secondment for the present Teacher Leader in Limerick has now expired.
My Department, through the Professional Development Service for Teachers (PDST) has put plans in place to ensure that all schools currently participating in the programme, continue to do so for the coming school year. All newly identified DEIS schools from September 2017 will also be afforded the opportunity to access the programme in September.
Arrangements to recruit a Teacher Leader for Limerick Education Centre are also being finalised. The successful candidate will undergo training from September 2017 with a view to taking up the full time seconded post from September 2018.
327. Deputy Alan Kelly asked the Minister for Education and Skills if Reading Recovery will continue to be open to non-DEIS schools. [19627/17]
Amharc ar fhreagraReading Recovery is a literacy initiative that was initially made available for DEIS Band 1 and Band 2 schools only as part of Delivering Equality of Opportunity in Schools (DEIS), the Action Plan for Educational Inclusion, which was launched in May 2005. Each of these schools was given an opportunity to have a teacher trained as a Reading Recovery teacher. In some areas where training took place in local cluster groups, schools other than those targeted in the DEIS Action Plan were allowed to participate in the programme.
My Department, through the Professional Development Service for Teachers (PDST), continues to prioritise support for DEIS schools as well as maintaining ongoing support for other schools already participating in the programme.
New non DEIS schools have not been permitted to join the Reading Recovery Programme in light of the extensive programme of support available to all schools in the area of literacy.
The Educational Research Centre (ERC) has reported positively on the range of interventions including Reading Recovery in place for DEIS schools.
Inspectorate evaluations also demonstrate that the effectiveness of specialised programmes is maximised when they are integrated into the overall literacy programme in a school.
Support for all schools provided by the PDST takes this into account as part of the ongoing professional development programme for "Literacy and Numeracy for Learning and Life - The National Strategy to Improve Literacy and Numeracy for Children and Young People 2011 - 2020" and its "Interim Review Report 2017".
328. Deputy James Lawless asked the Minister for Education and Skills the current strategy for applied maths as a subject at secondary level; his plans to increase the availability of this subject or to reduce it; and if he will make a statement on the matter. [19651/17]
Amharc ar fhreagraThe Applied Mathematics syllabus is currently under review by the National Council for Curriculum and Assessment (NCCA). The NCCA intend to have completed a consultation on a draft specification for Applied Maths by Quarter 3 of 2017.
The availability of a given subject is determined by each individual school, and is not a matter for my Department. Applied Mathematics is available to all schools.
329. Deputy James Lawless asked the Minister for Education and Skills the number of teachers for each science subject on the secondary school curriculum who have an undergraduate qualification in that subject; the number who have a postgraduate qualification in that subject and the number who have no qualification in that particular subject, in tabular form; and if he will make a statement on the matter. [19652/17]
Amharc ar fhreagraThe qualifications possessed by teachers are assessed by the Teaching Council for registration purposes.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
Each school Board of Management or Education and Training Board (ETB) has sole responsibility for the appointment of its teachers. The ETB is a statutory body with its own corporate status established under the Education and Training Boards Act 2013.
Circular 31/2011, issued by my department advises school authorities that they are required to employ appropriately qualified and registered teachers.
Assignment of teachers to individual classes in schools is a matter for the individual school authorities.
The information requested by the Deputy is not available.
330. Deputy James Lawless asked the Minister for Education and Skills the school building projects, including extensions, that are currently under way and which have been requested but are awaiting approval, which have recently completed in north Kildare; the status of each project; and if he will make a statement on the matter. [19653/17]
Amharc ar fhreagraI wish to advise the Deputy that the current status of the 29 school building projects in County Kildare that are included on my Department's 6 Year Capital Programme is outlined in the table.
The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. Details of such funding approved in all schools, including Kildare, is available on my Department's website www.education.ie and this is updated regularly.
Capital Programme – Major projects being progressed
|
County |
Roll No |
School Name |
School type |
Status |
|
Kildare |
16706G |
St Joseph’s NS, Kilcock |
Primary |
Stage 2B |
|
Kildare |
70680U |
St Conleth’s VS, Newbridge |
Post-Primary |
Under construction |
|
Kildare |
70700A |
Maynooth Community College |
Post-Primary |
Stage 3 |
|
Kildare |
76193Q |
New Maynooth Community College |
Post-Primary |
Stage 3 |
|
Kildare |
19277A |
St Anne’s Special School, The Curragh |
Special School |
Stage 2A |
|
Kildare |
19675N |
St Brigid’s NS, Kilcullen |
Primary |
Completed |
|
Kildare |
76194S |
Naas Community College |
Post-Primary |
Stage 2B |
|
Kildare |
76253I |
Celbridge Community College |
Post-Primary |
Early Architectural Planning |
|
Kildare |
20257C |
Scoil Naomh Padraig, Celbridge |
Primary |
Early Architectural Planning |
|
Kildare |
15957D |
Rathangan BNS |
Primary |
Substantial completion |
|
Kildare |
61702D |
St Paul’s Post-Primary School |
Post-Primary |
Stage 2A |
|
Kildare |
15040T |
Mercy Convent, Naas |
Primary |
Stage 3 |
|
Kildare |
18288B |
Scoil Mhichil Naofa, Athy |
Primary |
Stage 2B |
|
Kildare |
20428D |
Gaelscoil Mhic Aodha, Kildare Town |
Primary |
Under construction |
|
Kildare |
19796C |
St Patrick’s NS, Clane |
Primary |
Stage 2B |
|
Kildare |
15769C 16707I |
Scoil Eimhinn Naofa and St Peter’s NS, Monasterevan |
Primary |
Stage 2B |
|
Kildare |
17341U |
Maynooth BNS |
Primary |
Stage 2B |
|
Kildare |
17872F |
St Conleth’s and St Mary’s, Newbridge |
Primary |
Stage 2A |
|
Kildare |
17873H |
St Conleth’s Infant School |
Primary |
Stage 2A |
|
Kildare |
17254C |
St Corban’s BNS |
Primary |
Early Architectural Planning |
|
Kildare |
18988G |
St Raphael’s Special School |
Special School |
Site required |
|
Kildare |
19455W |
St Mark’s Special School, Newbridge |
Special School |
Early Architectural Planning |
|
Kildare |
20292E |
Maynooth ETNS |
Primary |
Early Architectural Planning |
|
Kildare |
61690W |
Cross & Passion, Kilcullen |
Post-Primary |
Early Architectural Planning |
|
Kildare |
70650L |
Athy Community College |
Post-Primary |
Early Architectural Planning |
|
Kildare |
70720G |
St Farnan’s Post-Primary School |
Post-Primary |
Early Architectural Planning |
|
Kildare |
13902O |
Hewetson NS |
Primary |
Early Architectural Planning |
|
Kildare |
61681V |
Patrician Post-Primary, Newbridge |
Post-Primary |
Early Architectural Planning |
|
Kildare |
61730I |
St Mary’s Girls Post-Primary School, Naas |
Post-Primary |
Early Architectural Planning |
331. Deputy Jan O'Sullivan asked the Minister for Education and Skills if a child is attending a primary school that is being relocated and is no longer the nearest national school as determined by the Department or Bus Éireann, having regard to ethos and language, if the child can be considered eligible for the primary school transport scheme; and if he will make a statement on the matter. [19659/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of the Primary School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport if they satisfy the distance criterion and are attending their nearest school.
The terms of the scheme are applied equitably on a national basis.
332. Deputy Noel Grealish asked the Minister for Education and Skills further to Parliamentary Question No. 163 of 5 July 2016, if a response will be provided to the question (details supplied) in view of the fact the HEA has not provided the information requested; if the relevant information for 2016 can be provided; and if he will make a statement on the matter. [19681/17]
Amharc ar fhreagraThe information requested by the Deputy is not retained in my Department or the Higher Education Authority (HEA). My officials therefore requested the HEA to liaise directly with each higher education institute referred to by the Deputy and co-ordinate the information provided. I have provided the details available for each institution for the years 2013-2015 in the attached table. The information relating to 2016 is not currently available.
|
Name of University: |
UCD |
UCC |
NUIG |
MU |
TCD |
UL |
|
No. of customers with affinity credit card to University |
Details not available |
4,371 |
1,123 |
A total of 13,053 cards have been issued since the inception of the card in early 1990's to end March 2016 - TCD do not have statistics in relation to cardholders that are currently active or have lapsed/ invalid/ deceased/cancelled. |
||
|
Amount of money donated by bank to university/alumni fund 2013 |
€150,279.01 |
€97,115.00 |
€11,597.00 |
€192,731.00 |
||
|
Amount of money donated by bank to university/alumni fund 2014 |
€167,039.12 |
€99,787.00 |
€12,634.00 |
€195,546.00 |
||
|
Amount of money donated by bank to university/alumni fund 2015 |
€167,236.94 |
€103,496.00 |
NUIG has advised that the Galway University Foundation has an arrangement with the Bank governing the promotion of a NUI Galway Affinity Credit Card to Alumni and Staff of the University. The terms of this arrangement are confidential but NUIG has confirmed that all funds raised through the scheme are currently donated to the student scholarship fund. |
€13,234.00 |
€201,156.00 |
UL Alumni Association Limited has an affinity credit card programme with Bank of Ireland. The information requested is of a commercially sensitive nature and on this basis should remain confidential. |
333. Deputy Noel Rock asked the Minister for Education and Skills if he will consider mandating that teachers' pay depends on holistic evaluations of performance instead of on their start date; and if he will make a statement on the matter. [19701/17]
Amharc ar fhreagraThe Teachers Common Basic Scale allows for annual incremental progression by teachers. My Department currently has no plans to introduce a scheme of performance related pay for teachers.
Based on best international practice and research, my Department uses a range of complementary measures that have been shown to be effective in improving the quality of teaching and learning in schools. These include: measures to assure the quality of initial teacher education; regulations that ensure that only registered and qualified teachers may be employed in schools; the provision of continuing professional development for teachers and specialised professional development for school leaders; encouraging and requiring collaborative practices in schools through initiatives such as school self-evaluation and collaborative assessment practices that are included in Junior Cycle reforms; and external inspection through the Inspectorate. I should also note that the Teaching Council is currently working to introduce improved induction arrangements for newly qualified teachers so as to support them in achieving fully registered status as teachers.
In addition to the above, my Department has also published procedures aimed at assisting schools address professional competence issues which teachers may experience. These procedures can be accessed on my Department's website at:
For Primary, Secondary and Community & Comprehensive Schools
http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0060_2009.pdf .
For ETBs
http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0071_2014.pdf .
334. Deputy Noel Rock asked the Minister for Education and Skills if he will consider granting a yearly bonus to maths teachers who hold a master's degree or PhD in maths in order to address the shortage of qualified maths teachers here; and if he will make a statement on the matter. [19702/17]
Amharc ar fhreagraIn 2012 a public service-wide review of pay and allowances was carried out by the Department of Public Expenditure and Reform. As a result of the review, qualification allowances and certain other premium payments were abolished with effect from 1st February 2012. The Department of Education and Skills Circular 0008/2013 outlines the effect of this decision on teachers.
335. Deputy Noel Rock asked the Minister for Education and Skills the steps taken by his Department to address bullying in schools; the number of cases of bullying reported to schools in the past five years; the steps a school can take with regard to bullies; and if he will make a statement on the matter. [19703/17]
Amharc ar fhreagraThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommended actions that focus on support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed. Implementation of the actions is ongoing and good progress has been made across all areas of the plan.
As part of the implementation of the Action Plan my Department published new anti-bullying procedures for all primary and post primary schools at the beginning of the 2013/14 school year. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils.
All Boards of Management are required to adopt and implement an anti-bullying policy that fully complies with the requirements of these procedures. A template anti-bullying policy which must be used by all schools for this purpose is included in the procedures.
The procedures for schools outline key principles of best practice for both preventing and tackling bullying and require all schools to commit to these principles in their anti-bullying policy. In particular, they emphasise that a cornerstone in the prevention of bullying is a positive school culture and climate. In that regard, the procedures set out the need for schools to encourage and strengthen open dialogue between all school staff and pupils and to ensure that they provide appropriate opportunities for pupils to raise their concerns in an environment that is comfortable for the pupil.
The anti-bullying procedures also include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
The procedures for schools put in place important new oversight arrangements at school level that involve the school principal reporting regularly to the Board of Management and a requirement for the Board to undertake an annual review of the school's anti- bullying policy and its implementation. Confirmation that the annual review has been completed must be provided to the Parents' Association and published on the school website.
There is no requirement on schools to report incidents of bullying behaviour to my Department and therefore the specific information requested by the Deputy is not available. However, my Department’s Inspectorate, in the course of their whole school inspection work, gathers information about how schools deal with bullying in a number of ways through:
- Review of relevant school documentation, including the school’s Code of Behaviour and Anti-Bullying policy;
- Meetings with parents and student representatives at which there is an opportunity for parents and students to raise issues where relevant and;
- The inclusion of parent and student Questionnaires on items relating to bullying.
Students and parents are asked to respond to questions about how the school deals with bullying and discipline in the school and whether or not the school provides a safe environment for children. Where responses indicate that students and/or parent do not believe that bullying is dealt with effectively, Inspectors raise this issue with school management who have ultimate responsibility for Anti-Bullying policies and procedures.
The publication of the new procedures for schools represented just one of the twelve actions set out in the Action Plan on Bullying which was published in January 2013. Other actions that have been taken include:
- Support for anti-bullying awareness raising initiatives and the development and roll out of anti-bullying training materials for parents, teachers and Boards of Management;
- A new national anti-bullying website, www.tacklebullying.ie, was launched in November 2015. The website provides a single point of information and support for young people, parents and teachers affected by bullying;
- My Department supports anti-bullying initiatives aimed at young people such as, the Stand Up! Against Homophobic and Transphobic bullying campaign, organized by BeLonG To, the National Youth Service for Lesbian, Gay, Bisexual and Transgender young people in Ireland and the Europe-wide initiative, Safer Internet Day;
- Since 2013 new resources to tackle cyberbullying “UP2US”, “My Selfie and the wider world” and “Lockers” were launched through the internet safety initiative, Web wise.
As outlined in the "Action Plan for Education 2016-2019”, my Department is committed to continuing implementation of the Anti-Bullying Action Plan through continued support for the development of anti-bullying training materials and awareness-raising initiatives.
336. Deputy Ruth Coppinger asked the Minister for Education and Skills the second level schools in the Dublin 7 and 15 areas that will have autism-specific classes in the academic year 2017-2018; the number of classes that will exist per school; and if he will make a statement on the matter. [19711/17]
Amharc ar fhreagraThis 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.
Almost 18,000 students in schools have been diagnosed with autism. 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
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
My Department considers it essential that in assessing the need for special class placements the individual needs of children should be properly assessed to determine the appropriateness of special class provision for them.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
Enrolment in an ASD special class should only be considered where it has been demonstrated that a student requires the support of a special class because he/she is unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
As you may be aware, the number of special classes has more than doubled, from 548 in 2011 to 1153 across the country now, of which 889 are special Autism Spectrum Disorder (ASD) classes. The number of special classes at post-primary level has doubled in the past three years and continues to rise rapidly.
With regard to the area mentioned by the Deputy, the NCSE has advised that there are 2 post primary ASD special classes in Coláiste Pobail Setanta, Phibblestown, Dublin 15. The NCSE has informed my Department that they are satisfied that there are currently sufficient Post Primary ASD special class placements to meet existing demand in the area.
The NCSE will continue to engage with schools in the area in relation to opening additional Post Primary special classes as required.
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.
337. Deputy Colm Brophy asked the Minister for Education and Skills the position regarding the recruitment of a new National Educational Psychological Service, NEPS, psychologist for assignment to a school (details supplied). [19745/17]
Amharc ar fhreagraAs the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides an educational psychological service to schools through the direct assignment of a NEPS psychologist and in some cases through by providing schools access to the Scheme for Commissioning Psychological Assessments (SCPA) where schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
NEPS psychologists are recruited via regional panels formed from national recruitment competitions administered by the Public Appointments Service (PAS). A new national recruitment competition was undertaken in late 2016 to fill any existing vacancies.
I can inform the Deputy that regional panels have now been formed following this process and PAS are currently engaged with prospective recruits to fill the remaining vacancies, including those in the Dublin Region. It is envisaged that these staff will be in place before the end of the current academic year.
In the interim, schools whose service from NEPS are the subject of such vacancies have been advised that they may access assessment services via the Scheme for the Commissioning of Psychological Assessments described above and that they will continue to be able to access advice and assistance in the event of a critical incident, from their local NEPS office.
My Department’s NEPS service will continue to communicate developments in this regard to the schools involved.
338. Deputy Colm Brophy asked the Minister for Education and Skills if his attention has been drawn to the challenges a designated developing school (details supplied) is having in relation to provision of sufficient special needs assistant, SNA, support. [19746/17]
Amharc ar fhreagraMy Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for 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 the Department's Circular 0030/2014 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. In making allocations to schools, the NCSE takes into account the assessed individual needs of all children with identified needs in the school. The consideration of professional reports is an integral part of determining the extent of supports to be provided for pupils with special educational needs.
SNA allocations are not made to individual children, but are made to the school to support the care needs of children with assessed special educational needs in the school.
I am aware of correspondence received by my Department outlining the position of the school to which the Deputy refers. The NCSE has advised that the school submitted an appeal to the NCSE in respect of the school's overall level of SNA support and the appeal was not upheld as it could only take account of the applications and the documentation that were available to the NCSE at the time of the initial decision. The NCSE has also advised that following new applications for access to SNA support, the SENO visited the school to conduct a care needs review and a letter issued to the school in March informing the school of an increased allocation to 7.49 SNA posts.
All schools were asked to apply for SNA support for the 2017/18 school year by 6th April 2017. The NCSE will consider all applications for SNA support which have been made by schools. SENOs will continue to process applications for access to SNA support which are received after this deadline. Such applications will be processed in the order in which the applications have been
received.
Schools will be advised of their revised SNA allocations for the 2016/17 school year, prior to the end of the current school year.
All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
339. Deputy Colm Brophy asked the Minister for Education and Skills the position regarding efforts to agree the provision of a site to a local authority (details supplied). [19747/17]
Amharc ar fhreagraOfficials in my Department are working closely with officials from the relevant local authority in relation to the potential temporary accommodation of the amenity to which the Deputy refers on land in my ownership.
The proposal is subject to a number of technical and legal considerations but my Department will endeavor to facilitate the local authority in this respect if at all possible.
340. Deputy Robert Troy asked the Minister for Education and Skills if he will provide specialised school transport for a person (details supplied); and if he will make a statement on the matter. [19761/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
In general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream or special school that is or can be resourced, to meet their special educational needs under Department of Education and Skills' criteria.
The child in question is eligible for school transport however Bus Éireann has advised that there is no existing suitable service available to meet the child's needs.
In such circumstances, my Department has sanctioned a Special Transport Grant (STG) towards the cost of private transport arrangements.
341. Deputy Ruth Coppinger asked the Minister for Education and Skills the amount of money outstanding for the redress schemes from an organisation (details supplied); and if he will report on any recent discussion with it to retrieve all funds pledged. [19769/17]
Amharc ar fhreagraThe religious congregation referred to in the Deputy’s question was one of 18 that was a party with the State to the 2002 Indemnity Agreement. That Agreement provided for a collective contribution of €128 million in cash, counselling and property.
I understand that the transfer of one property offered by this Congregation, the Sacred Heart Centre, Waterford, remains to be fully transferred. The completion of this transfer is at an advanced stage with the intended recipient, the Health Service Executive, in occupation of the property.
In response to the call for further substantial contributions towards the costs of redress made in the aftermath of the publication of the report of the Commission to Inquire into Child Abuse (the Ryan Report), many of the congregations that were party to the 2002 Indemnity Agreement made individual offers of cash and/or property. I should stress that these offers are voluntary and do not form part of any agreement. The Congregation in question offered an additional cash contribution of €5m, of which amount €2m has been paid. In 2012 the Congregation advised that it had decided to waive its claim for legal costs from the Commission to Inquire into Child Abuse (CICA) and to offset this claim against the remaining cash contribution of €3m. The then Government agreed to reckon this set-off as a contribution towards the redress response, the amount of which will be calculated by applying the average discount achieved by CICA on its respondent legal costs. This exercise will be done once CICA has completed its work. The Congregation was advised that in the event that the amount of the set-off calculated on that basis is less than the €3m now outstanding the Government would expect it to make up the shortfall by way of a cash payment.
342. Deputy Clare Daly asked the Minister for Education and Skills the number of staff that ceased their employment with Caranua in each month in 2016 and to date in 2017, in tabular form. [19774/17]
Amharc ar fhreagraCaranua, the Residential Institutions Statutory Fund Board, is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012 to oversee the use of the cash contributions of up to €110 million, pledged by the religious congregations, to support the needs of survivors of institutional child abuse. As an independent body Caranua is responsible for managing its own affairs. As my Department does not hold details of the movement of individual staff in and out of Caranua I have asked my officials to request Caranua to provide the Deputy with the information sought by her as soon as possible.
343. Deputy Jackie Cahill asked the Minister for Education and Skills the status of an application for the school summer works scheme by a school (details supplied); and if he will make a statement on the matter. [19800/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department is in receipt of a Category 3 application, Mechanical Upgrade under the Summer Works Scheme (2016-2017) from the school to which he refers.
Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in Categories 1 and 2 were announced in April last year 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 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 application from the school in question is available to be considered in this context.
344. Deputy Clare Daly asked the Minister for Education and Skills the steps he will take in view of the fact that due to SUSI having introduced a system whereby Eircode postcodes are used instead of a programme (details supplied) to calculate the distance a person lives from a third level institution, some previously eligible persons have now been rendered ineligible for a non-adjacent grant. [19802/17]
Amharc ar fhreagraSUSI has progressively introduced a number of measures that are intended to make the Student Grant Scheme more efficient for students. One of these measures is the introduction of Eircode which has helped to reduce processing times for applicants.
However, the actual calculation of distance from a student's home to college has not changed from previous years, and SUSI continues to use google maps to calculate distance.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an on-line appeal outlining the position may be submitted by the applicant via www.studentgrantappeals.ie outlining the position to the independent Student Grants Appeals Board within the required timeframe.
345. Deputy Thomas P. Broughan asked the Minister for Education and Skills the position with regard to a timeframe for the full restoration of posts of responsibility in primary schools; and if he will make a statement on the matter. [19906/17]
Amharc ar fhreagraBudget 2016 provided 250 posts to second level schools to enable Deputy Principals to be more fully available to assist the school principal with the leadership of the school. At primary level, Budget 2016 provided for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school.
Budget 2017 provided for an additional €7.75m to strengthen school leadership which has provided for the equivalent of 170 additional posts to second level schools to employ an additional Deputy Principal to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.
Budget 2017 also provides for the commencement of the restoration of middle management posts in both the primary and post-primary sector with effect from the 2017/18 school year.
The recently established Centre for School Leadership (CSL) is a collaboration between my Department and the representative professional bodies for school principals. It has been created to offer professional and practical support to schools leaders. This support structure for leadership teams in schools will attempt to ensure that school leaders have opportunities to access, share and create knowledge and experience within their leadership roles. The work of the Centre draws on best international practice and research in the professional development of school leaders. Priorities for the Centre include a new post graduate qualification for aspiring school leaders, a mentoring programme for newly appointed school principals, coaching support for serving principals, a review and alignment of leadership programmes with Department standards.
Last year my Department published “Looking at Our School 2016", a quality framework for primary and post primary schools which is designed to support the efforts of teachers and school leaders, as well as the school system more generally, to strive for excellence in our schools.
The current review of the post of responsibility structure in schools will, in the context of restoration of posts, address the further development of a distributed leadership model.
346. Deputy Róisín Shortall asked the Minister for Education and Skills if he will provide the data sets used in the geographical information system when identifying areas under increased demographic pressure; the metric used in this assessment; and if he will make a statement on the matter. [19950/17]
Amharc ar fhreagraMy Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise.
The GIS uses data from a range of sources including;
- the Central Statistics Office,
- Ordnance Survey Ireland,
- Child Benefit Data from the Department of Social Protection, and
- Enrolment data/available capacity of existing schools from 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. These exercises take account of updated enrolment and child benefit data and also the impact of existing and planned capacity increases to schools in these areas
347. Deputy Róisín Shortall asked the Minister for Education and Skills if he will provide a map of the school planning area boundaries for north Dublin; and if he will make a statement on the matter. [19951/17]
Amharc ar fhreagraMy Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. In order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas.
The North Dublin area covers a number of school planning areas including:
- Beaumont/Coolock/Dublin5
- Blanchardstown Village
- BlanchardstownWest/Dublin15
- Cabra/Phibsboro/Dublin7
- Carpenterstown/Dublin15
- Castleknock/Dublin15
- Darndale/Dublin17
- Donabate
- Donaghmede/Howth/Dublin13
- Drumcondra/Marino/Dublin1
- FinglasEast/Ballymun/Dublin11
- Killester/Raheny/Clontarf
- Malahide/Nevinstown
- Portmarnock
- Rush&Lusk
- Scribblestown/FinglasWest
- Skerries
- Swords
- Whitehall/Santry/Dublin9
The North Dublin area also includes parts of the Ashbourne, Balbriggan and Mulhuddart/Tyrellstown/Dublin15 school planning areas.
A map of the area to which the Deputy refers has been attached as requested.
348. Deputy Noel Rock asked the Minister for Education and Skills if he will review the policy of allowing schools to alter their relationship and sexuality education according to their ethos and instead implement a required minimum including such topics as consent, sexual assault and LGBT subjects; and if he will make a statement on the matter. [19976/17]
Amharc ar fhreagraSection 9(b) of the Education Act 1998 requires schools to provide the curriculum as prescribed by my Department. Currently, that includes the requirement to provide a Relationships and Sexuality Education (RSE) programme for all students. The RSE programme is delivered in the context of Social, Personal and Health Education (SPHE) for students from primary to the end of Junior Cycle. A separate RSE Programme is in place for Senior Cycle.
The right of schools to uphold their ethos and characteristic spirit is protected in a number of laws (Section 15.2 (b) of Section 7 of The Equal Status Act, 2000; for example) and it is recognised by my Department that RSE will be delivered within the characteristic spirit of the school. The school’s RSE policy, which should be developed and reviewed in partnership with parents and, as appropriate, students, should clarify how RSE is to be provided in accordance with the ethos of the school. It remains a requirement, however, that all aspects of the RSE curriculum, including those in relation to sexual orientation, contraception, sexually transmitted infections etc should be covered.
Through RSE, formal opportunities are provided for students to acquire knowledge and understanding of human sexuality. While gender and gender orientation are not designated topics in the SPHE syllabuses, those syllabuses do provide opportunities for teachers to explore at an age appropriate level the questions set out in your email. The topics included are intended to develop in students respect for one’s own sexuality and the sexuality of others.
The SPHE Support Service has worked collaboratively with GLEN and BelongTo and the HSE to develop a resource, “Growing up lesbian, gay, bisexual and transgender” for use by RSE classes at both junior and senior cycle levels. It includes lesson plans which will support students to achieve a better understanding of the concepts of gender identity and transgender. The menu of in-service courses offered by the SPHE Support Service to schools also includes the topics of sexual orientation and homophobic bullying.
There is the option to opt out of SPHE under Section 30.2 (e) of the Education Act 1998, which does not oblige any student to attend instruction in any subject which is contrary to the conscience of the parent of the student, or in the case of a student who has reached the age of 18 years, the student.
