Written Answers Nos. 269-288
269. Deputy Maurice Quinlivan asked the Minister for Education and Skills the amount paid by the State in fees to legal professionals for the purposes of defending a case (details supplied) and other cases of school day sex abuse litigation; and if he will make a statement on the matter. [35097/17]
Amharc ar fhreagraThe State Claims Agency are mandated to manage these cases on behalf of the State. The legal fees paid in respect of these cases since the beginning of 2011 are set out in the attached document.
Table 1: Claims created 2011 – 2017 YTD
Table 1 outlines day school claims created under the Minister for Education and Skills between 2011 and 2017 YTD
Table 1
|
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
Grand Total |
|
29 |
2 |
2 |
101 |
33 |
25 |
7 |
199 |
Table 2: Payments made 2011 – 2017 YTD
Table 2 outlines the legal fee payments made under the Minister for Education and the number of claims relating to these payments from 2011 – 2017***.
Table 2
|
- |
2011 |
2012 |
2013 |
2014 |
2015 |
2016* |
2017** |
Grand Total*** |
|
Payment – Agency Legal Costs**** |
€5,173 |
€4,532 |
€1,330 |
€91,052 |
€96,444 |
€304,391 |
€323,649 |
€826,571 |
|
Payment – Plaintiff Legal costs**** |
€11,284 |
- |
- |
€104,550 |
€40,944 |
€11,400 |
€110,700 |
€278,878 |
|
Payments Total**** |
€16,456 |
€4,532 |
€1,330 |
€195,602 |
€137,388 |
€315,791 |
€434,349 |
€1,105,449 |
|
No of related claims |
12 |
5 |
2 |
75 |
26 |
75 |
87 |
156 |
* The total number of unique claims transacted over the reporting period will not equate to the sum of the claims in each year as there may be payments made for a single claim across multiple years.
**The higher figures in 2016 and 2017 in respect of the agency legal costs reflect payments to the agency’s solicitors and counsel in respect of advices concerning the implications of the ECHR judgement in Louise O’Keefe v Ireland.
***The figures for each year are rounded to the nearest euro. However, the Grand Total in each case is the actual total of all the annual rounded figures.
****As well as the payments total of €1,105,449, a further amount of €15,473.40 was paid in 2015 in respect of cost of counsel employed to carry out a review of closed Day school claims.
270. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter (details supplied) regarding points; and if he will make a statement on the matter. [35101/17]
Amharc ar fhreagraAdmission to third level courses are decided by the higher education institutions and my Department does not have a role in setting the criteria for course entry. The Central Applications Office (CAO) manages the graduate entry to medicine on behalf of the participating institutions, and the Graduate Medical Schools Admission Tests (GAMSAT) is used in this regard.
The CAO handbook states that applicants must hold (or expect to hold by July on year of entry) an Honours Bachelor's degree with a minimum a 2.1, in any discipline. For candidates who meet this requirement, the GAMSAT is then used to select students. A minimum score of 55 was required in 2016 to receive an offer of a place. The level of points required depends on the demand for places. Details of the GAMSAT application process and the issuing of candidate results are available on the CAO website.
The Disability Access Route to Education (DARE) offers reduced points places to school leavers with a disability, under the age of 23 as of 1 January 2017, who have been educationally impacted as a result of that disability. Each participating institution has a reserved number of places to offer eligible DARE applicants at lower or reduced Leaving Certificate points. Applicants must meet the minimum entry requirements and any specific programme requirements before being considered for a DARE reduced points offer.
The reduction in points for DARE places can vary each year. The number of points a particular course is reduced by is dependent on a number of factors, such as the overall number of places on the course, the number of reserved DARE places and the number of DARE eligible applicants competing for these reserved places. Information on the number of reduced points places available per course and the method used by colleges for selecting eligible DARE students for those places is available on participating HEI websites.
Undergraduate Medicine is provided in UCD, UCC, NUIG, TCD and the RCSI. All of these providers are part of the DARE scheme and some have additional places reserved for mature students. It is understood that the number of places reserved for DARE students for 2017 entry will be the same as for 2016 entry.
The third level institutions, as part of the Transitions Reform group have been working in partnership with my Department to improve the transition from second level to third level. The Transitions Reform Group comprises stakeholders from my Department, the Irish Universities Association (IUA), Higher Education Authority (HEA), Quality and Qualifications Ireland (QQI), the National Council for Curriculum and Assessment (NCCA), State Examinations Commission (SEC) and the Technological Higher Education Association (THEA). A large part of work of the Transitions Reform Group has been the reform of the Leaving Certificate Grading and the Common Points scale for admission to higher education. Following extensive research and consultation, it was agreed to broaden the Leaving Certificate grading bands. The number of grade bands was reduced from 14 to 8 to ease the pressure on students to achieve marginal gains in examinations and to encourage better engagement with each subject. The broader grade bands also bring Ireland more in line with international best practice in other countries. The Common Points Scale, which is used by the CAO for entry to higher education has also been revised. The new Common Points Scale will apply to all applicants in 2017, so it will be a level playing field for everyone applying through the CAO system for a higher education place.
The points for Medicine may be different but not necessarily lower, it depends on the number of applicants, and all candidates will be competing using the revised Leaving Certificate points system.
271. Deputy Denise Mitchell asked the Minister for Education and Skills if funding can be resumed for a literacy programme (details supplied). [35128/17]
Amharc ar fhreagraThe City of Dublin Education and Training Board (CDETB) provide courses to TARGET's learners under the Adult Literacy and Community Education budgets. The courses offered are agreed with TARGET based on their identified needs for the area. I understand that CDETB continues to provide an extensive range of courses in the area under the ALCE budget and all requests for Community Education hours in TARGET have been granted.
Users of the TARGET service have access to the full range of literacy programmes and services that are managed by the full-time Adult Literacy Organiser, based in the KLEAR Adult Education Centre in Kilbarrack. These services include a range of accredited and non-accredited programmes, including one-to-one tuition and group tuition which are funded by the CDETB.
I recently met with representatives of TARGET and a number of other relevant stakeholders, to discuss the future status of TARGET and their continuing accommodation needs. It was agreed that TARGET would draw up a Business Plan for submission to Dublin City Council. I have asked CDETB to continue to liaise with TARGET in relation to their future accommodation needs.
272. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans for the provision of continuing professional development, CPD, and wellness for teachers; if an official from his Department will make contact with the interested party (details supplied) to discuss same; and if he will make a statement on the matter. [35158/17]
Amharc ar fhreagraA key objective in the Action Plan for Education 2016 – 2019 is to develop the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning and improve school leadership. The quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes. Specific targets for 2017 are outlined in the Action Plan for Education.
The professional development needs of serving teachers are being addressed through the provision of an induction programme for newly qualified teachers, support for new and revised curriculum areas including junior cycle, the new primary language curriculum and ongoing support for the curriculum generally with a particular focus on priority areas - literacy and numeracy, well-being, support for school leaders and for teachers to meet the needs of children with special educational needs.
The responsibilities of the Centre for School Leadership, cover the range of leadership development from pre-appointment training and induction of newly appointed principals, to CPD throughout leaders' careers.
My Department also adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health. The process spans the curriculum in schools, whole school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional support for teachers. It also involves other supports such as educational psychological services and the interface with other agencies, both nationally and locally.
To support schools, my Department has produced and distributed the Well-Being in Primary and Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention (2013 and 2015). These guidelines are informed by consultation with key Education and Health partners, and by current research. They assist schools and the school community in (a) supporting and responding to the mental health and well-being needs of our children and (b) in providing a safe and supportive environment for building life skills and resilience and a strong sense of connectedness to school. My Department’s National Educational Psychological Service (NEPS) is actively assisting schools and school communities in this regard.
A key theme of my Department’s 2017 Action Plan for Education is the support of wellbeing initiatives to ensure that mental resilience and personal wellbeing are integral parts of the education and training system. Specifically, the Plan commits to the commencement of the roll-out of the Friends for Life programme and the Incredible Years Classroom Management programme to teachers in all DEIS schools. NEPS will deliver both programmes commencing in the autumn and are currently in the process of recruiting an additional 11 psychologist staff to undertake this work.
It is planned that during the coming academic year, some 40 Friends programmes will be organised involving some 1,000 primary and post-primary teachers and 50 Incredible Years programmes will be offered to some 1,000 primary school teachers at the commencement of a three year roll-out of the training.
Officials from my Department will be in touch with the individual to further discuss the supports which have been outlined.
It is open to the interested part to make a submission to my Department which will be considered and responded to.
273. Deputy Jim O'Callaghan asked the Minister for Education and Skills when the construction of a secondary school will commence on the old greyhound track in Harold's Cross; and if he will make a statement on the matter. [35161/17]
Amharc ar fhreagraI wish to advise the Deputy that the acquisition of the former greyhound stadium at Harold's Cross by the Department is currently at the conveyancing stage.
The acquisition of the property and the development of school infrastructure on the site is contingent upon a change to the current zoning.
The statutory process required in respect of a variation to the Dublin City Development plan is currently underway.
274. Deputy Róisín Shortall asked the Minister for Education and Skills the reason a school (details supplied) will be losing a special needs assistant for the 2017-18 school year; if this decision can be reviewed in view of the fact that the school has been sanctioned SNA access for an additional four children since its last SNA allocation was made; his views on whether this level of allocation is sufficient to ensure the children who require assistance receive an appropriate level of support; and if he will make a statement on the matter. [35210/17]
Amharc ar fhreagraI recently announced that an additional 975 SNA posts 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 (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for processing applications from schools for SNA support. 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 NCSE has advised all schools of their allocations for SNA support for the coming 2017/18 school year, including the school in question. Details of SNA allocations which have been made to schools, have been published by the NCSE on their website at http://ncse.ie/wp-content/uploads/2017/07/NCSE-17_18-SNA-Allocation-Primary.pdf.
It should be noted that SNA allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs in the school.
The level of SNA support allocated to all 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. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In circumstances where a school, or parent, is unhappy with the allocation of SNA support which has been made, or if it is considered that the level of support allocated is not sufficient to meet the care needs of the pupils concerned, the school or parent, may appeal the decision via the NCSE appeals process. Details of the NCSE appeals process are available at www.ncse.ie.
275. Deputy Alan Kelly asked the Minister for Education and Skills the reason the special transport grant has been refused for a person (details supplied). [35217/17]
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 main purpose of my Department's School Transport Scheme for children with Special Educational Needs is to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
Bus Éireann is responsible for the planning and timetabling of school transport routes and endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service.
An application for school transport for the child in question was received in March 2014.
At that time Bus Éireann advised that the child could be accommodated on an existing taxi service that was timetabled to provide a home pick up and set down.
Officials in my Department have been in contact with the family in question and remain satisfied that the level of service available is reasonable in the context of the Scheme nationally.
The terms of the School Transport Schemes are applied equitably on a national basis.
276. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of an emergency works scheme application for a primary school (details supplied) in County Donegal; and if he will make a statement on the matter. [35218/17]
Amharc ar fhreagraThe school to which the Deputy refers applied for funding under my Department's Emergency Works Scheme to upgrade its sewage system. The purpose of the Emergency Works Scheme generally is to carry out repair works in sudden and unforeseen circumstances. The upgrade of systems is appropriate to the Summer Works Scheme.
On this basis, the school authority has been informed that my Department would be willing to consider an application for scaled back works to deal with the most urgent element of the works. To date a revised application has not been submitted by the school.
277. Deputy Jan O'Sullivan asked the Minister for Education and Skills if all security and contract cleaning companies that have obtained contracts from his Department and agencies under the aegis of his Department under public procurement rules are paying the legal employment regulation order, ERO, hourly rate to their security and contract cleaning employees; the steps he has taken to confirm full compliance with the ERO system; if he has cancelled contracts with companies that have been found to be in breach of the ERO system since 1 October 2015; and if he will make a statement on the matter. [35225/17]
Amharc ar fhreagraFor the Deputy’s information, the Office of Government Procurement (OGP) is an office within the Department of Public Expenditure and Reform that provides centralised public sector procurement arrangements and support for sourcing common goods and services. Accordingly, the Department’s suppliers and service contractors are required to confirm that they have taken account of their statutory and legal obligations in relation to the employment protection and working conditions of their employees, as part of the contracted services provided.
The terms and conditions in the standardised Request for Tender, which forms part of the contract, specifically requires that ‘The Contractor shall be responsible for compliance with all statutory requirements of an employer and without prejudice to the generality of the foregoing shall be solely responsible in law for the employment, remuneration, taxes, and immigration and work permits of all personnel retained for the purposes of complying with their contract.
There has been no security or cleaning contract cancelled since October 2015 for breach of the ERO system by the Department. The Department intends to review all current security and cleaning contracts to ensure that they are compliant with the stipulated remuneration as set out in regulation.
With regard to bodies under the aegis of my Department the information sought is a matter for each agency and is not collated centrally.
278. Deputy Mattie McGrath asked the Minister for Education and Skills when a school (details supplied) in County Tipperary will be provided with the necessary funding to build a new autism spectrum disorder, ASD, preschool unit; and if he will make a statement on the matter. [35242/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department has been in recent contact with the school referred to in respect of its application for an Early Intervention ASD Unit. The matter will be considered further by my Department on receipt of the requested information from the school.
279. Deputy Róisín Shortall asked the Minister for Education and Skills if his Department or a body under its aegis sets a minimum size of playing pitches that should be provided for new primary or post-primary school developments on a per pupil basis; if so, the details of same; and the minimum pitch sizes that should be retained by existing primary and post-primary schools. [35243/17]
Amharc ar fhreagraIn the case of new schools, the provision of playspace, where site conditions and circumstances allow, is one of the issues considered in the architectural design of new schools and major extensions. The level of facilities, including playspace, that can be provided in schools will therefore vary depending on the extent of classroom accommodation needed for the school.
A suite of technical guidance documents is available on the Department's website (www.education.ie) to assist design teams in best practice design and development of projects and to encourage them to take a complete design team approach from project conception. These documents cover all aspects of the development of a building project for both internal and external works, including site assessments for new schools.
The Physical Education curriculum has been designed on the basis that facilities in schools may vary. Many primary schools have a general purpose room and practically all schools have outdoor play areas which are used for teaching different aspects of the P.E. programme. A similar situation with sports halls and outdoor facilities applies at second level. In addition, many schools use adjacent local facilities, including public parks, playing fields and swimming pools. In the context of the Department's co-operation with local authorities in identifying suitable sites for new schools, the location of sporting facilities in the vicinity is one of a number of factors taken into account in the overall site appraisal process.
The Department's design guidelines for schools include guidance in the provision of P.E. Halls, general purpose rooms and outdoor hard play areas such as basketball courts. The provision of playing pitches is not part of the specification for primary schools. However, in certain circumstances and where the site conditions allow, the project scope may include the levelling and grassing of an area which schools may decide to use for playing fields.
At post primary level, an area may be developed as a practice playing field where site conditions and resources permit and specifications are referenced in the site assessment guidelines. The inclusion of playing pitches may be subject to space availability and school requirements.
In higher density urban developments the optimum site area may not be available and green space guidelines are subject to space availability.
280. Deputy Seamus Healy asked the Minister for Education and Skills the status of an application by a school (details supplied) in County Waterford for funding under the summer works scheme; and if he will make a statement on the matter. [35253/17]
Amharc ar fhreagraI wish to advise the Deputy that the school referred to has submitted a Category 10 application, external environment project, under the Summer Works Scheme (2016-2017).
The Deputy will also be aware that I announced details of the successful applicants under round two of the SWS (2016-2017) for categories 3 – 6, last May, details of which are published on my Department's website, www.education.ie.
Funding of €47 million is being made available and 438 schools nationwide will benefit from this announcement. Nearly 50% of all schools have applied for inclusion under the scheme which reflects a very high demand. The matter of considering additional categories, including the application from the school in question, is reliant on further funding becoming available.
281. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will include young carers as a represented group (details supplied); and if he will make a statement on the matter. [35294/17]
Amharc ar fhreagra287. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will ensure young adult carers are recognised (details supplied); and if he will make a statement on the matter. [35306/17]
Amharc ar fhreagraI propose to take Questions Nos. 281 and 287 together.
The principal support provided by the Department of Education and Skills in financial terms is the student grant scheme, which makes available means-tested financial assistance to students in further and higher education. Under the terms of the student grant scheme, grant assistance is awarded to students on full-time courses who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means.
I can confirm that Carer’s Allowance and Carer’s Benefit are eligible payments for the special rate of maintenance grant. In addition Carer’s Allowance, the Carer’s Support Grant (where paid to recipients of the Carer’s Allowance and Domiciliary Care Allowance) and the Domiciliary Care Allowance are classified as an “income disregards” and these payments are not included in calculating reckonable income.
The Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards their rent, childcare costs, transport costs and books/class materials. The SAF is open to full-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification.
282. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will review the transition for children with a disability before they become adults (details supplied). [35295/17]
Amharc ar fhreagraTransitions at all stages and levels including starting school; the move from primary to post-primary school; moving between mainstream and special school settings and preparation for life after school can be a difficult time for all parents and students, including those with special educational needs.
My Department has committed itself to a range of actions aimed at supporting effective transition from school to further or higher education and adult disability services, in order to ensure that students with disabilities can be supported to plan for their futures. This requires information on the options and supports, as well as ensuring all actors including schools, families, other Government Departments and Agencies work together to ensure the needs of pupils can be reasonably met.
The interdepartmental Cross-Sectoral Team, which is comprises of representatives of my Department, National Educational Psychological Service, Department of Health, Department of Children and Youth Affairs, the National Council for Special Education and the Health Service Executive works to support and plan for the co-ordinated delivery of services to families of children with special educational needs across the disability sector. The issue of transitions has been discussed by the Cross Sectoral Working group and is an item on the agenda for its next meeting which is scheduled for September.
The Comprehensive Employment Strategy for People with Disabilities sets out a ten-year approach to ensuring that people with disabilities, who are able to, and want to work are supported and enabled to do so.
My Department, together with the NCSE, SOLAS, Education and Training Boards (ETBs), HSE, Department of Social Protection among others have key roles to play in delivering on various actions to enable achievement of key strategic priorities, including transition from school to further or higher education and adult disability services.
Good progress has been made across a number of areas. My Department provides for a continuum of special education provision to be made available for children with special needs, so that regardless of the level of need of the child, educational provision can be made for them.
In 2017, €1.68 billion - approximately 19% of the Department of Education and Skills budget is being allocated to supporting children with special educational needs.
In general, the funding allocated by the Department provides for mainstream classroom supports, resource and learning support teachers, SNAs, additional special class support, assistive technology and individual supports depending on the various needs of students at different levels of the education cycle. It also provides funding for school buildings to ensure accommodations for students and teachers at the school and classroom level as well as enhanced capitation levels for students in special schools and classes, specialist transport arrangements, Special Arrangements for State Examinations; ESF Aided Fund for Students with Disabilities at 3rd level; Vocational Training for people with disabilities and in Adult Education – once off projects for disability in education.
Preparation and planning are key to a successful transition from school. In January 2016 the National Council for Special Education (NCSE) published transition guidelines for children with special needs. These wide-ranging and comprehensive guidelines provide advice and tips for parents, students and schools covering the transitions between all stages of education, including the transition to further education or work - Guidelines on Planning for Life after School.
The NCSE in association with the National Disability Authority (NDA) has also published an information booklet about the full range of post-school education and training options for adults and school leavers with disabilities. The NCSE booklet contains summary information on all of the main programmes and supports available to students with disabilities. It also provides convenient links and signposts to where more information and guidance on these programmes can be found.
The Department of Health and Children/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years. My Department may allocate funding towards an education component of such provision.
A key feature of the National Plan for Equity of Access to Higher Education (2015-2019) is the inclusion of targets to increase participation in higher education by people with disabilities.
The Fund for Students with Disabilities also plays a key role in helping to build the skill and education levels of people with disabilities. The Fund, which is managed by the Higher Education Authority on behalf of the Department of Education and Skills, provides supports for full time students with disabilities to help them access and complete courses in our further and higher education institutions.
In addition, my Department has a number of strategies and initiatives in place to build links between education providers and employers so as to ensure that education and training for all learners, including people with disabilities, is aligned to the skill requirements of the workplace. This includes the new National Skills Strategy 2025, which was launched in January 2016. The strategy provides a framework for skills development that will help drive Ireland's growth both economically and societally over the next decade.
283. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will increase the number of special needs assistants; and if he will make a statement on the matter. [35296/17]
Amharc ar fhreagraSNA support is provided specifically to assist recognised primary, post primary and special schools to cater for the care needs of pupils with disabilities in an educational context, where the nature of these care needs have been outlined in professional reports as being so significant that a pupil will require adult assistance in order to be able to attend school and to participate in education.
The care needs outlined must be of such significance that they are beyond that which would normally be expected to be provided to a child by the child’s class teacher, support teacher, or other school teachers, or beyond the level of assistance which could be offered to the student by his/or her fellow pupils in school. The care needs must also be those beyond which could normally be provided for by alternative supportive approaches or modifications of the classroom environment, teaching approaches and/or assistive technology or specialist equipment.
A key aspiration for pupils with special educational needs is that they will, on completion of their school-based education, be able to graduate as young independent adults in so far as this is possible. There is therefore a need to balance the support provided in schools with each pupil’s right to acquire personal independence skills.
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.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE. The NCSE allocates SNA support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed. My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. SNAs are not allocated to individual children but to schools, as a school based resource.
The type of significant care needs that pupils may have can be varied, depending on the nature or level of the disability or sensory impairment that a child may have. Circular 0030/2014 sets out the primary and secondary care needs for which SNA support is provided.
The NCSE is currently undertaking a Comprehensive Assessment of the SNA Scheme, in consultation with other Departments and State Agencies, including the National Disability Authority, to identify the most appropriate form of support options to provide better outcomes for students with Special Educational Needs, having regard to the significant amount of State investment in this area.
In response to a progress report from the NCSE on this Review, I have requested the NCSE to establish a working group, comprising relevant stakeholders, to assist in proposing a better 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 in Spring 2018.
284. Deputy Charlie McConalogue asked the Minister for Education and Skills if he has received a request from a delegation of schools regarding a building project (details supplied); if a reply has issued regarding this meeting; if not, if he will meet the delegation as soon as possible; and if he will make a statement on the matter. [35299/17]
Amharc ar fhreagraI wish to inform the Deputy that I have received the request to which he refers and a response to this request will issue shortly.
As the Deputy is aware the project to which he refers is included on my Department’s capital programme.
A preferred site option has been identified and officials from the relevant Local Authority, on behalf of my Department, have engaged in discussions with the landowner in question with a view to its acquisition. These discussions are progressing subject to clarification on some technical details which are currently under consideration. I can assure you that all parties are working to progress this process to a satisfactory conclusion as soon as possible.
285. Deputy Thomas Byrne asked the Minister for Education and Skills if his attention has been drawn to large house building developments in Dunshaughlin, County Meath; and his plans to expand school provision in the area at both second level and primary level notwithstanding the provision that currently exists. [35303/17]
Amharc ar fhreagraMy Department is included among the prescribed bodies to whom local authorities are statutorily obliged to send draft development and local area plans or proposed variations to development plans for comment and observations. This enables local authorities to reserve future school sites in areas designated for proposed housing development.
My Department contributed to Dunshaughlin Local Area Plan 2009-2015 in 2009, and to the proposed variation of the Local Area Plan in 2011. Meath County Council completed a County Development Plan 2019 – 2025, to which my Department contributed to in February 2017. My Department has also been in consultation with Meath County Council in 2017 regarding a pre-draft Local Area Plan which is due to be circulated in the coming months.
As the Deputy will be aware, my Department monitors demographics on an ongoing basis to identify where additional schools places will be required. To assist in identifying where additional school accommodation is needed, my Department uses a Geographical Information System (GIS) to examine 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, the Department of Social Protection and school enrolment returns. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.
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 is keeping all school planning areas under review to take account of updated child benefit data, enrolment data and also the impact of existing and planned capacity increases in the Dunshaughlin school planning area and adjoining school planning areas.
286. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will ensure that carers can access flexible training (details supplied); and if he will make a statement on the matter. [35305/17]
Amharc ar fhreagraSOLAS and the Education and Training Boards (ETBs), provide of range of flexible education and training opportunities designed to be accessible to carers and those with responsibilities that make it difficult to access full time provision.
Under the Further Education & Training (FET) Strategy, SOLAS have published the results of a research project that examined barriers to participation in Further Education and Training (FET). SOLAS are considering the findings along with the ETBs with a view to embedding equality of opportunity across FET, enabling all citizens to participate and supporting active inclusion across FET provision.
The Technology Enhanced Learning (TEL) Strategy, published by SOLAS/ETBI, also supports learners, including carers. The ongoing implementation of TEL will support increased capacity for flexibility and access to FET provision which includes enhanced online and blended Learning approaches.
Also as part of the SOLAS/Education Training Board (ETB) business planning process 2017, SOLAS will request ETBs to set out how training needs identified by carer organisations will be addressed. This is part of overall efforts to strengthen awareness and recognition of the role and contribution of carers at national, regional and local level.
288. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to the application by a school (details supplied) for a special education teacher allowance. [35340/17]
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 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school, including the school to which the Deputy has referred, 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.
In relation to the particular school referred to by the Deputy, under the old allocation model, this school had a Learning Support allocation of 10 hours for the 2016/17 school year, which combined with 8.50 resource teaching hours allocated to the school by the National Council for Special Education, gave a total allocation to the school of 18.50 additional teaching hours for the 2016/17 school year.
The profiled allocation for the school, including the additional baseline provision, for 2017/18 amounts to 15 hours in total. However, the school has maintained its existing level of allocation of 18.50 hours which includes a retained amount of 3.50 and a baseline amount of 1.83 hours. Accordingly, the school has been allocated some 5.33 hours more than its profile indicates.
Under the new allocation model, schools are provided with a total allocation to meet the needs of all children in the school who have special educational needs.
Under the new model resources are based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, or for pupils who have received a new diagnosis, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
The new allocations to schools will include provision to support all pupils in the schools, including pupils who may receive a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
All allocations to schools include a supplementary provision, which has been referred to as the ‘baseline allocation’ which is allocated over and above the profiled allocation.
For students who start school from September 2017, with a specific diagnosis, either in junior infants or transferring from another school, the resources they need will already be in the school under the new model.
The NCSE published details of an appeals process on the NCSE website: www.ncse.ie whereby schools could appeal whether the data used to calculate their school profile was correct and complete and whether it was correctly applied in the calculation of their 2017/18 allocation.
Schools who wished to appeal were asked to submit appeals March 31st 2017.
DES Circulars 0013/2017 and 0014/2017 outlined the basis on which the Education Research Centre determined the allocations for all schools.
In advance of the submission of an appeal, schools were asked to read carefully the DES circulars and in particular the relevant section, which relate to the breakdown of the allocation, which may be under consideration for appeal.
The NCSE will advise schools of the outcome of the appeals as soon as possible. The NCSE has confirmed that the school referred to in this question has not submitted an appeal.
The model will allow for some additional provision for Developing schools or where a school’s enrolment levels increase very substantially prior, beyond what would be expected through normal demographic growth, prior to the next review of the model. The DES is currently developing the criteria in this regard and schools will be notified of the qualifying criteria for this in the coming weeks.
The model will also allow for some additional provision for exceptional circumstances or emergency circumstances arising over the course of the model. The NCSE, through its regional support services, will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may consideration be given to an additional allocation of hours be made to the school.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs have also now been published and are available on my Department's website.
The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs. The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.
