Written Answers Nos. 102-120
102. Deputy Michael McGrath asked the Minister for Education and Skills if he will provide access to a child psychologist for a person (details supplied) in County Cork with special needs; and if he will make a statement on the matter. [31867/17]
Amharc ar fhreagraI can inform the Deputy that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post-primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
If the parents of the child, the subject of this question, have specific concerns about his educational progress I would advise in the first instance that they speak to the Principal of the school with a view to raising these concerns with the assigned NEPS psychologist in regard to any direct intervention in the case.
103. Deputy Niamh Smyth asked the Minister for Education and Skills the schools within the schools building programme 2016 to 2021 which have commenced; the schools due to be completed in 2017; the projects which have gone to tender; the projects which have gone to construction, in tabular form; and if he will make a statement on the matter. [31868/17]
Amharc ar fhreagraThe 6 year construction programme 2016-2021 included 310 projects for new schools and extension/refurbishment of existing schools.
The following listings show respectively the projects from the 2016-2021 building programme that have reached practical completion, are currently on-site or are at tender stage.
There are currently 20 major projects from the 2016-2021 building programme on-site working towards completion and it is envisaged that 7 of these projects will be completed in 2017.
A further 8 projects from the 2016-2021 building programme are currently progressing through tender stage and are expected to start on site by late this year.
In addition, a total of 51 further large scale projects from the 5 year construction programme 2012-2016 also remained under construction at the beginning of 2017.
Projects On-site from 2016-2021 School Building Programme
|
County |
Roll No |
School |
Commenced On-Site |
Estimated Completion |
|
Clare |
19559L |
Chroisti Ri Ennis |
16/06/2017 |
2018 |
|
Carlow |
70420R |
Tyndall College Campus PPP |
22-Jul-16 |
2018 |
|
Cavan |
76313A |
Dun Na Rí |
08-Jun-16 |
2017 |
|
Dublin |
13815T |
Howth Road Mixed NS, Clontarf |
04/10/2016 |
2017 |
|
Dublin |
18778S |
SN Naomh Mochta, Clonsilla |
10/04/2017 |
2018 |
|
Dublin |
68262N |
Bremore Educate Together, Balbriggan (20269J) |
28-Sep-15 |
2017 |
|
Dublin |
19032R |
Stewarts Hospital Special School, Palmerstown, Dublin 20 |
02/05/2017 |
2018 |
|
Galway |
17807R |
Cahergal NS |
22/08/2016 |
2017 |
|
Galway |
12954F |
SN Bhride, Lackagh |
14/11/2016 |
2018 |
|
Kildare |
20428D |
St. Joseph's NS, Gorey |
29/03/2017 |
2017 |
|
Longford |
14386E |
Stonepark National School |
30/09/2016 |
2017 |
|
Louth |
91441T |
Ardee Community School |
01/11/2016 |
2018 |
|
Louth |
14069P |
Dun Dealgan NS, Dundalk |
28/11/2016 |
2018 |
|
Meath |
19813W |
Kildalkey Central NS |
12/06/2017 |
2018 |
|
Meath |
64410F |
Eureka Secondary School, Kells PPP |
22-Jul-16 |
2018 |
|
Waterford |
19108B |
St Martin's Special School, Ballintuckle |
20/06/2016 |
2017 |
|
Wexford |
63660A |
Loreto Secondary School, Wexford Town PPP |
22-Jul-16 |
2018 |
|
Wexford |
18280I |
St. Joseph’s NS Creagh |
02/05/2017 |
2018 |
|
Wicklow |
70821M |
Coláiste Raithin, Bray PPP |
22-Jul-16 |
2018 |
|
Wicklow |
07246U |
Scoil Philomena, Bray |
22/07/2016 |
2018 |
Projects at Tender from 2016-2021 School Building Programme
|
County |
Roll No |
School |
Stage |
Estimated Completion |
|
Clare |
16908S |
Sixmilebridge NS |
At Tender |
2018 |
|
Cork |
14839P |
Clondrohid NS, Macroom |
At Tender |
2018 |
|
Dublin |
76293U |
Kingswood Post Primary, Tallaght, Dublin 24 |
At Tender |
2019 |
|
Dublin |
76213T |
Lusk Community College - Phase II |
At Tender |
2019 |
|
Galway |
18746F |
Monivea NS, Galway |
At Tender |
2018 |
|
Galway |
62870G |
Presentation College Athenry |
At Tender |
2019 |
|
Louth |
16208N |
Termonfeckin Mixed NS |
At Tender |
2018 |
|
Mayo |
64660F |
Sancta Maria College, Louisburg |
At Tender |
2019 |
104. Deputy Seamus Healy asked the Minister for Education and Skills when the allocation of special needs assistants and resource teacher hours is expected to be announced in view of the fact that the delay is causing considerable difficulty; and if he will make a statement on the matter. [31870/17]
Amharc ar fhreagraThe Deputy will be aware that this week, I announced that 975 additional SNAs will be available for allocation to schools from September 2017 which is a 7.5% increase to meet the demands for the new school year.
A total of 13,990 SNA posts will now be available at a gross annual cost of €458 million. This is more SNAs than we have ever had previously and will ensure that all children who qualify for SNA support can continue to receive access to such support. In total, the number of SNAs available has increased by over 32% since 2011, when 10,575 posts were available.
The National Council for Special Education has advised all schools of their allocations for SNA support for the coming 2017/18 school year. Details of the allocations which have been made to schools have now been published on their website www.ncse.ie .
The level of SNA support allocated to schools can change from year to year, as students with care needs leave the school, as new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time.
Where a school wishes to make an application for SNA support in respect of a child who was not considered as part of this allocation process they may continue to make such applications to the NCSE.
Where a school wishes to appeal the SNA support allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie.
In response to a progress report from the NCSE on the comprehensive review it is undertaking of the SNA Scheme, I have requested the National Council for Special Education to establish a working group, comprising relevant stakeholders, to assist in proposing an alternate and improved model for providing care supports so as to provide better outcomes for students with special educational needs who have additional care needs.
This Working Group will commence its work upon its appointment and the work will run in tandem with the completion of the Comprehensive Review of the SNA Scheme. It is intended that the reports of the Working group and of the Review will be completed early in 2018.
105. Deputy Bríd Smith asked the Minister for Education and Skills if his attention has been drawn to the difficulties facing a group (details supplied) in Donaghmede in trying to find a permanent home for the child care training and counselling services it provides; and if he will arrange to meet representatives of the group to discuss its future plans. [31899/17]
Amharc ar fhreagra106. Deputy Bríd Smith asked the Minister for Education and Skills the supports his Department can provide for groups such as a group (details supplied) that provide invaluable education and training for its local community; and if he will make a statement on the matter. [31900/17]
Amharc ar fhreagraI am familiar with the group in question and the excellent services they provide in the local community. I am aware that the group are having difficulties sourcing suitable accommodation.
I have convened a meeting for later this week between the group and relevant stakeholders which I will attend to consider what options might be available to accommodate the group.
107. Deputy Paul Kehoe asked the Minister for Education and Skills the position regarding the new building for a school (details supplied); and if he will make a statement on the matter. [31903/17]
Amharc ar fhreagraI wish to advise the Deputy that a building project for the school referred to is included in my Department's 6 Year Construction Programme (2016-2021). The progression of a building project for the school requires the acquisition of a site.
My Department has been working closely with Wexford County Council under the Memorandum of Understanding for the acquisition of school sites in order to identify and procure a suitable site for the school.
A number of potential site options have been identified and these are currently under consideration.
While a site acquisition process is underway, given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
108. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the cost of reversing the cuts to the school staffing ratio in smaller schools which was introduced in budget 2012. [31961/17]
Amharc ar fhreagraThe criteria used for the allocation of teachers to primary schools is 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.
Budget 2012 increased the appointment and retention ratios for small schools (i.e., schools with up to four classroom teachers). Improvements to the staffing of these schools were announced for the 2015/16 school year. These improvements are improved retention thresholds for the 2nd, 3rd and 4th classroom teacher and also the improved appointment and retention thresholds for one-teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
In addition, Budget 2016 announced a 1 point improvement to the primary staffing schedule. The improved staffing schedule which is available on the Department website will be implemented for the 2016/17 school year.
Following a review of the staffing allocation for Small Primary Schools, Budget 2017 announced two adjustments in relation to one teacher schools. Where the school is the sole primary school on an island the school will be able to appoint a second teacher. In relation to single teacher schools generally with an enrolment of 15 or more pupils the school can apply to the staffing appeal board for a second post where the single teacher has children across 6 or more class groups.
109. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the adequacy of education provisions to meet the skill requirements in the areas of science and technology with particular reference to growing and competitive demands; and if he will make a statement on the matter. [31993/17]
Amharc ar fhreagraThe Action Plan for Education and the National Skills Strategy detail clear curriculum change and other commitments that will secure the step-change needed to equip learners with the skills necessary to participate in the modern economy.
In relation to Science and Technology I expect to publish shortly a STEM education policy statement and implementation plan which will detail actions to promote STEM at primary and post-primary levels. The Action Plan also details further curricular reform actions to assist access to jobs in the modern economy. These include the introduction of a new Leaving Certificate computer science subject from September 2018 and the development of a new primary mathematics curriculum which will support all children in the development of algorithmic and computational thinking which form the basis of coding.
As part of the Framework for Junior Cycle a new Science specification was introduced in September 2006, while the new Mathematics specification will be implemented from September 2018. A short course on coding is also in place.
I also recently announced an ambitious implementation plan to activate the Digital Strategy for Schools 2015-2020. The plan contains a number of actions that will help realise the potential of digital technologies to enhance teaching, learning and assessment to help students become engaged thinkers, active learners, knowledge constructors and global citizens.
110. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which apprenticeships under the various headings are being provided for with particular reference to the need as indicated from the workplace; and if he will make a statement on the matter. [31994/17]
Amharc ar fhreagraAs the Deputy is aware, the Apprenticeship Council is currently overseeing the expansion of the apprenticeship system into a range of new sectors of the economy. Following its first call for proposals in 2015, the Apprenticeship Council has been working closely with consortia to develop their proposals into sustainable apprenticeships. Last year we saw the first of these new programmes with the Insurance Practitioner Apprenticeship launching in September and the Industrial Electrical Engineer Apprenticeship getting underway in November. Last month three further new programmes got underway, two in the medical devices area and a polymer processing apprenticeship. A further 10 programmes are expected to get underway later this year in various sectors including hospitality, financial services and accountancy.
In January this year we published the Action Plan to Expand Apprenticeship and Traineeship in Ireland 2016-2020, which sets out a series of detailed actions and annual targets on how the commitments set out in the Action Plan for Education in the area will be met.
A key commitment set out in the Plan for this year was the issuing of a second call for apprenticeship proposals to refresh the pipeline of proposals already established through the first call. The second call issued on 4 May and will remain open until 1 September.
As well as developments in new apprenticeships, registrations in the craft trades are rising as the employment and economic situation improves. In 2016 there were 3,742 registrations which represents a significant recovery since the crash. This year the upward trend continues with registrations at the end of June of 2,200 which is almost 40% ahead of the same period in 2016. Registrations in the craft trades are predicted to grow to 5,587 over the period to 2020
111. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the adequacy of provisions in respect of school places, teachers and academic staff at primary, second and third level throughout the country; the extent to which potential deficiencies have been provided and are likely to be provided for; and if he will make a statement on the matter. [31995/17]
Amharc ar fhreagraIn looking at how to meet competing demands across the education and training system within the resources available to my Department, I must take a targeted and balanced approach to directing investment. My aim is to progressively deliver on the ambitions and objectives of the Programme for Government, the Confidence and Supply Arrangement and the Action Plan for Education.
As part of Budget 2017, I secured additional investment of over €458 million for the education and training system. Among other things, this will facilitate the creation of over 2,500 additional posts in schools, including more classroom teachers, more resource teachers and more special needs assistants. It has allowed for continued restoration of guidance posts in schools. It provides support for school leadership. It supports the roll-out of the DEIS Plan 2017 to deliver equality of opportunity in schools. It has allowed the first new Exchequer current investment in higher education since the beginning of the financial crisis. Some 20,000 school places will also be provided for through the Department's capital allocation of €690m.
112. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which special needs teaching requirements are being met throughout the primary and second level education system; if shortfalls have been identified; the procedures in place to address these issues; and if he will make a statement on the matter. [31996/17]
Amharc ar fhreagraI wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7 March 2017.
These Circulars set out the details of a 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 7 March.
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.
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 1200 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.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs have also now been published.
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.
113. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which requirements in respect of children with autism are being met in County Kildare with particular reference to persons previously having difficulty in obtaining a school place; and if he will make a statement on the matter. [31997/17]
Amharc ar fhreagraIt is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, 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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).
The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice notes that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well planned and well resourced.
It follows therefore that, where they are able, students should be given every opportunity to participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrant this.
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:
- 61% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 13% to attend special schools.
Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:
- S/he has ASD, and that
- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.
The 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.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 888 are Autism Spectrum Disorder (ASD) special classes.
The NCSE will establish an additional 174 Special Classes for the 2017/18 school year of which 145 will be ASD classes. The NCSE intend to open an additional 4 special classes in Kildare for the 2017/18 school year, consisting of 1 Primary ASD special class, 2 Post-Primary ASD special classes and 1 Post-Primary Moderate GLD special class.
With regard to Kildare in particular there are 942 students with ASD attending schools in the County. Of these, 520 students attend mainstream schools and are accessing in-school supports including Resource teaching and SNA support.
322 students are attending 59 ASD special classes, including 6 early intervention classes, 41 primary ASD classes and 12 post primary ASD classes. A further 100 students with ASD are placed in 4 special schools. The number of ASD classes has increased in the area by 24% since the 2013/14 school year.
The NCSE has informed my Department that they are satisfied that there are sufficient ASD special class placements to meet existing demand in schools in the area referred to by the Deputy for the forthcoming school year and that they will continue to monitor demand and review the requirement for special class places.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
My Departments Planning and Building Unit has advised that Special Needs Units (SNUs) are currently under construction at 3 schools including St. Conleth’s Vocational School, Newbridge, Ard Scoil na Trionoide, Athy and Ballymanny Junior NS, Newbridge.
In addition, major building projects for a number of Post-Primary schools in Kildare are included on the Department's 6 Year Construction Plan, and Special Needs units (SNUs) will be included in these Developments.
The schools in question are:
- St. Paul’s Secondary School, Monasterevin
- Naas Community College, Naas
- Cross & Passion College, Kilcullen
- Athy Community College
- St. Farnan’s Post Primary, Prosperous
- Patrician Post-Primary, Newbridge
During the passage of the Education (Admission to Schools) Bill in the Select Committee last week I indicated that I intend, at Report Stage, to include in this Bill a provision that will provide, based on reports and advice from the NCSE, the Minister will have the power to require a school to open a special class or increase the number of special classes in schools identified by the NCSE. Because this power will require a school to provide land or alter existing property I am of the view that the power should be with the Minister who can engage the patron or trustees and that there should be adequate safeguards to ensure people’s rights are protected.
Details of all special classes for children with special educational needs, are available on www.ncse.ie in county order.
Parents/guardians of children with special needs who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) as soon as possible for information on available places. The local SENO contact details are available on www.ncse.ie.
114. Deputy Bernard J. Durkan asked the Minister for Education and Skills the number of special needs teaching posts available throughout primary and second level schools in County Kildare; the extent of the full requirements in this specific area; the provisions likely to be made in response; and if he will make a statement on the matter. [31998/17]
Amharc ar fhreagra118. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the number of special needs teachers throughout the country and specifically in County Kildare is adequate to meet the demand in all schools; if changes are required in this regard; and if he will make a statement on the matter. [32002/17]
Amharc ar fhreagraI propose to take Questions Nos. 114 and 118 together.
I wish to advise the Deputy that my Department's Circulars 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7 March 2017.
These Circulars set out the details of a 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 7 March, including those in Co. Kildare.
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.
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 1200 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.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs have also now been published.
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.
115. Deputy Bernard J. Durkan asked the Minister for Education and Skills the progress in respect of the school building programme at primary and second level throughout the country with particular reference to the need to meet demographic pressures; and if he will make a statement on the matter. [31999/17]
Amharc ar fhreagra116. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the school building programme in County Kildare needs upgrading to address the needs arising from demographic pressure; and if he will make a statement on the matter. [32000/17]
Amharc ar fhreagra119. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he expects to be in a position to replace unfit classroom accommodation at primary and second level schools throughout the country; and if he will make a statement on the matter. [32003/17]
Amharc ar fhreagraI propose to take Questions Nos. 115, 116 and 119 together.
I wish to advise the Deputy that my 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, my Department divides the country into 314 school planning areas. The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and 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 currently in the process of completing demographic exercises nationwide. This process is detailed and rigorous and will take some time to complete. It is anticipated that decisions based on these exercises will be announced later in 2017.
My Department's six-year Capital Programme prioritises building projects to meet demographic demand and this includes schools in County Kildare. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
As the Deputy is aware, there are currently 29 major capital projects being progressed in County Kildare, details of which were provided to the Deputy previously. This is in addition to the smaller scale projects that have been approved devolved funding under my Department's additional accommodation scheme. Details of these projects may be viewed on my Department's website www.education.ie which is updated regularly.
I also wish to advise the Deputy that it is my intention, in accordance with the Programme for Government, to replace all purchased temporary accommodation with permanent accommodation, where the need is established, over the lifetime of my Department's Capital Programme (2016-2021). To enable this development, my Department will be carrying out an assessment of the number of prefabs being used in schools to deliver the curriculum. This will also determine whether individual prefabs need to be replaced in the context of the long-term accommodation needs of each individual school. When completed, this assessment will quantify the number of prefabs to be replaced.
It is intended that this assessment, when finalised, will enable the replacement of such prefabs to commence in 2019. A funding provision of €180 million is being made available from 2019 for this initiative in the programme.
117. Deputy Bernard J. Durkan asked the Minister for Education and Skills the steps he will take to address the issues arising from changes in school transport provisions in north County Kildare which has severely disadvantaged some persons; if arrangements can be put in place to address these issues; and if he will make a statement on the matter. [32001/17]
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 my Department's 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.
Changes to the eligibility criteria for this Scheme were announced in December 2010 as part of measures contained in Budget 2011 and derived from recommendations contained in a comprehensive Value for Money review of the scheme. In general, these changes mean that children are eligible for school transport if they satisfy the distance criteria and are attending their nearest school.
This approach complements the overall Department policy which is to ensure that specific school accommodation needs for defined geographical areas are addressed in an orderly fashion.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of conditions including the availability of spare seats on an existing service and payment of the annual charge.
It is important that the terms of the Post-Primary School Transport Scheme are applied equitably on a national basis.
120. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which psychological assessments are accessible as required in the primary and second level sectors; and if he will make a statement on the matter. [32004/17]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to the Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
