Written Answers Nos. 114-137
114. Deputy Catherine Murphy asked the Minister for Education and Skills the amount of money saved on an annual basis in each of the past three years from substitutable days not being covered; and if he will make a statement on the matter. [42719/17]
Amharc ar fhreagraThe information requested by the Deputy is currently being compiled and will be forwarded to her.
115. Deputy Thomas Byrne asked the Minister for Education and Skills the number of educational psychologist posts in place in May 2016, January 2017 and September 2017; and the progress in the recruitment of educational psychologists. [42725/17]
Amharc ar fhreagraI can inform the Deputy that my Department's National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments, SCPA.
The Deputy will be aware that the Programme for a Partnership Government commits that we will invest additional resources in the National Educational Psychological Service to ensure earlier intervention and access for young children and teenagers and to offer immediate support to schools in cases of critical incidents. The Programme commits to bring the total number of NEPS psychologists to 238. Delivery on this commitment is underway in 2017 with an additional 11 NEPS psychologists recruited or in the process of being recruited currently. Additionally, my Department, in conjunction with the Public Appointments Service, PAS, has from established regional recruitment panels been engaged throughout the year in securing recruits to fill vacancies in the NEPS psychologist posts due to ongoing retirement, resignations, etc.
For the Deputy’s information, there follows detail of the NEPS psychologist staffing numbers for May 2016, January 2017 and September 2017, as well as recruitment since and in prospect in this regard.
Detail of NEPS Staffing Numbers - by head count and whole-time equivalent, w.t.e.
|
Staffing |
Head-Count |
w.t.e. |
|
May 2016 |
175 |
163.8 |
|
January 2017 |
171 |
161.2 |
|
September 2017 |
182 |
171.7 |
|
- by End November 2017 (^) |
6 |
6.0 |
|
- Confirmed but no Start Date (#) |
4 |
4.0 |
|
- Starting in 2018 (&) |
2 |
2.0 |
|
- With PAS (*) |
1 |
1.0 |
|
195 |
184.7 |
Notes:
(^) Recruits have agreed start dates.
(#) The public appointments service has recently processed these recruits and referred them on to the Department's HR Unit for contract negotiations and formal offer. It is expected that these recruits start will be before year's end.
(&) Two recruits have delayed start date due to maternity leave.
(*) PAS are currently polling the recruitment panels for a recruit.
116. Deputy Thomas Byrne asked the Minister for Education and Skills the mandatory age up to which a child must remain at school. [42729/17]
Amharc ar fhreagraUnder the Education (Welfare) Act, 2000 parents are responsible for ensuring that their child receives an education. Article 42 of the Constitution acknowledges that the primary and natural educator of the child is the family and provides for parents to provide an education for their child in their homes if they so wish.
The Education (Welfare) Act provides that the minimum school leaving age is 16 years, or the completion of three years of post-primary education, whichever is the later.
The Education Welfare Service of the Child and Family Agency, EWS, is responsible for ensuring that this requirement is met.
117. Deputy Alan Kelly asked the Minister for Education and Skills if he will provide a copy of the advertisements and job specifications for each education and training board, ETB, chief executive's role that has been filled since 2013. [42736/17]
Amharc ar fhreagraSince 2013 competitions to fill vacancies for the post of Chief Executive in the following Education and Training Boards Chief Executive have been conducted by the Public Appointments Service: Longford and Westmeath, Laois and Offaly, Donegal and Waterford and Wexford.
My Department is gathering the relevant documentation and will forward same to the Deputy shortly.
118. Deputy Alan Kelly asked the Minister for Education and Skills the official head offices of all education and training boards, ETBs, here; and the assigned ETB centre of each chief executive for the purposes of claiming expenses. [42737/17]
Amharc ar fhreagraThe table outlines the 16 Education and Training Boards, ETBs, and their head offices:
|
ETBs |
Head Office |
|
Cavan Monaghan |
Monaghan |
|
City of Dublin |
Ballsbridge, Dublin 4 |
|
Cork |
Cork |
|
Donegal |
Letterkenny, Co Donegal |
|
Dublin Dun Laoghaire |
Tallaght, Dublin 24 |
|
Galway Roscommon |
Athenry, Co Galway |
|
Kerry |
Tralee, Co Kerry |
|
Kildare Wicklow |
Naas, Co Kildare |
|
Kilkenny Carlow |
Carlow |
|
Laois Offaly |
Portlaoise, Co Laois |
|
Limerick Clare |
Doradoyle Rd, Co Limerick |
|
Longford Westmeath |
Mullingar, Co Westmeath |
|
Louth Meath |
Drogheda, Co Louth (currently operating from Navan and Dundalk) |
|
Mayo Sligo Leitrim |
Castlebar, Co Mayo |
|
Tipperary |
Nenagh, Tipperary |
|
Waterford Wexford |
Ardcavan, Wexford |
A number of the ETBs have one or more sub-offices. Travel expenses for ETB staff are paid in accordance with public sector norms and policies. My Department will collate the relevant information in respect of Chief Executives as requested by the Deputy.
119. Deputy Charlie McConalogue asked the Minister for Education and Skills if an appeal submitted by a primary school (details supplied) will be expedited; and if he will make a statement on the matter. [42738/17]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its April 2017 meeting under the small school criterion. The appeal was provisionally approved by the Appeals Board pending confirmation of the actual enrolments on 30 September 2017. However, it now appears that the actual pupil numbers on that date have not come in as projected by the school and therefore this post will be suppressed on 27 October 2017.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
120. Deputy Billy Kelleher asked the Minister for Education and Skills the powers he has delegated to the Ministers of State in his Department; the date on which such delegation was made; if there were changes in powers delegated relative to the situation in place prior to 14 June 2017; if so, the details of same; and if he will make a statement on the matter. [42778/17]
Amharc ar fhreagraTwo Ministers of State were appointed at my Department: Mary Mitchell O'Connor, T.D., as Minister of State with responsibility for Higher Education, and John Halligan, T.D., as Minister of State with responsibility for Training, Skills, Innovation and Research and Development.
There are two Delegation of Functions Orders in place. These Orders were made on 18 July 2017 and are available at the www.irishstatutebook.ie website.
Prior to 14 June 2017 my Department did not have a Minister of State with responsibility for Higher Education and in that regard, the delegated functions to Mary Mitchell O'Connor, T.D., as Minister of State with responsibility for Higher Education are new. While Minister of State Halligan’s responsibilities remain the same, the title of his portfolio has changed to Minister of State for Training, Skills, Innovation and Research.
121. Deputy Bernard J. Durkan asked the Minister for Education and Skills if an eligible concessionary school ticket or transport can be facilitated for a person (details supplied); and if he will make a statement on the matter. [42791/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016-17 school year almost 116,000 children, including some 12,000 children with special educational needs, were 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.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest Post Primary School/Education Centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that the child in question is not attending her nearest post-primary school and is therefore not eligible for school transport.
Children who are not eligible for school transport may apply for transport on a concessionary basis only. Concessionary transport is subject to a number of terms and conditions including the availability of spare seats on an existing service and payment of the annual charge.
Bus Éireann has confirmed that there are seats available on an existing service and the family should liaise with their local Bus Éireann office if they wish to avail of transport on a concessionary basis.
The terms of the Post-Primary School Transport Scheme are applied equitably on a national basis.
122. Deputy James Browne asked the Minister for Education and Skills if he will examine the benefits and weaknesses of setting homework for children in primary schools; and if he will make a statement on the matter. [42798/17]
Amharc ar fhreagraI believe that homework, when assigned in accordance with the learning needs of students, has potential to benefit their learning. It can help to consolidate work already covered during class time and help pupils to prepare for forthcoming class work. It can also promote independent learning. In addition, it plays an important role in promoting home school links. The national and international research literature indicates that informal at-home involvement, such as parents helping with homework and discussing school with their children, can contribute to children's achievement.
My Department does not issue any guidelines relating to homework being given in schools. It is a matter for each school, at local level, to arrive at its own homework policy. Parents can discuss any matters relating to homework directly with their child's class teacher or with the principal of the school.
123. Deputy James Browne asked the Minister for Education and Skills if his Department has identified suitable sites for the construction of a new building for a school (details supplied). [42799/17]
Amharc ar fhreagraAs the Deputy may be aware, the building project for the school in question is included in my Department's capital programme.
Officials in my Department continue to liaise with officials in the relevant local authority in relation to the identification and acquisition of a suitable site for the school.
A number of potential sites were identified by the local authority and were technically assessed. From these, a shortlist of site options has been selected and these are currently subject to more detailed consideration.
Due to commercial sensitivities relating to site acquisitions generally, I am not in a position to provide further details at this time, but I can assure the Deputy that the school patron will be informed of the proposed location for the school as soon as it is possible to do so.
125. Deputy James Browne asked the Minister for Education and Skills if the guidelines for the summer works scheme, SWS, will remain the same for the 2017-18 year in line with the 2015-16 and 2016-17 grant guidelines, specifically noting if the applicants must have submitted an application for the 2013-14 round of SWS grants; and if he will make a statement on the matter. [42801/17]
Amharc ar fhreagraI wish to advise the Deputy that the criteria governing the call for proposals under the Summer Works Scheme were outlined in the Circular which accompanied the announcement of the Scheme in November 2015. A copy of the Circular (0055/2015), is available on my Department's website: www.education.ie. These criteria continue to apply.
The current Summer Works Scheme, SWS, is being applied on a multi-annual basis. The Deputy will also be aware that nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 to 6 are published on my Department's website: www.education.ie. The assessment of applications in the remaining Categories 7-10 is reliant on the availability of funding.
The announcement of a further Summer Works Scheme in 2018 will be a matter for consideration at that time.
126. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to support schools that wish to dispose of unwanted chemicals or dangerous materials from school labs; and if he will make a statement on the matter. [42810/17]
Amharc ar fhreagraIn the first instance school authorities should consult the Health and Safety Authority, HSA, and the environmental section of their local authority for guidance on how to dispose of unwanted chemicals or dangerous materials before proceeding to engage a specialist licenced firm to assist with the disposal of the waste.
If the costs associated with the disposal of unwanted materials is substantial the school authority may submit an application for funding under my Department’s Emergency Works Scheme. Application forms are available on my Department’s website.
127. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of children waiting for an educational assessment in primary and secondary schools, by county; and if he will make a statement on the matter. [42824/17]
Amharc ar fhreagraI can inform the Deputy that my Department's National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments, SCPA. Every child therefore has access to educational psychological assessment services either through the NEPS or SCPA psychologist.
NEPS does not maintain waiting lists, but 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 maximize 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 if there are concerns in relation to the educational development of any student that these should be raised, in the first instance, with the principal of the school he or she is attending, with a view to the principal discussing the situation with the assigned NEPS psychologist or local NEPS office.
128. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the cost of employing extra special needs assistants for every ten employed. [42837/17]
Amharc ar fhreagraThe initial cost of employing ten additional Special Needs Assistants for one year would be approximately €323,000. This is inclusive of the cost of employers PRSI.
Special need assistants are paid on an incremental salary scale and accordingly the cost of their employment would increase in subsequent years.
An additional 975 SNA posts have been made 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 are now 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.
As the Deputy may be aware, the NCSE are currently undertaking a Comprehensive Assessment of the SNA Scheme. In this context, 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 has commenced its work and it will run in tandem with the completion of the overall 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.
129. Deputy Pat Casey asked the Minister for Education and Skills when a school (details supplied) will have access to high-speed broadband as identified as one of the ten key indicators in the digital strategy for schools; and if he will make a statement on the matter. [42863/17]
Amharc ar fhreagraThrough the Schools Broadband Access Programme, the Department provides for the supply of internet connectivity for recognised primary and post-primary schools. All post-primary schools and some special schools are now included in the 100Mbps programme.
Under the current programme the Department continually reviews the availability of services and upgrades schools where the opportunity arises, in line with contractual and budgetary requirements. A recent drawdown from the Framework of Providers of Broadband Services saw some 1,100 primary schools awarded download speeds of 30Mbps or greater (the baseline download speed required under the National Broadband Plan). Some 900 of those schools have now been connected with the balance to be in place by the end of 2017.
Significant improvement has been made in recent years, with the number of primary schools on broadband speeds of greater than 30mbs having increased from less than 100 in 2012 to over 1000 by the end of 2017. In Wicklow in 2012, no primary school had access to broadband speeds of 30mbs or greater, whereas now some 30 primary schools in Wicklow have access to broadband speeds of 30mbs or greater.
The policy of this Department is to offer the best quality connectivity to all schools in line with the technical solutions available in the market and financial constraints. Broadband capacity can vary due to geographical location and local infrastructure and thus impact on the service that can be provided.
The need to improve broadband connectivity to primary schools is recognised in the Digital Strategy for Schools 2015-2020, and as noted access to high-speed broadband is one of the indicators identified in the Digital Strategy Action Plan. An interdepartmental working group has been established to determine how best to address broadband connectivity to primary schools in collaboration with the Department of Communications, Climate Action and Environment, in the context of the National Broadband Plan and the Intervention Strategy, and proposed industry provision.
In the case of the school referred to be the Deputy, the Schools Broadband Service Desk and the current Service Provider have reviewed the service provided, and they advise that the school is on the best broadband solution available at present. The school is included in the National Broadband Plan Intervention area. As you will be aware, the National Broadband Plan is a government sponsored programme to deliver high-speed broadband to homes and businesses across Ireland.
131. Deputy Jack Chambers asked the Minister for Education and Skills his plans to build a primary school for children with autism in the Dublin 15 area; and if he will make a statement on the matter. [42878/17]
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. My Department invests over €300 million 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.
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 can be considered for these students where it has been demonstrated that they are unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.
Others students with ASD may have such complex needs that they are best placed in a special school.
There are 37 Special Schools in Dublin city and county. Special Schools funded by my Department are intended to cater for children and young persons with special educational needs from four years old until the end of the school year in which they reach their 18th year.
Special Schools are staffed in accordance with arrangements set out in my Department's Circular 0042/2011, which provides for enhanced pupil-teacher ratios for pupils attending Special Schools, ranging from 6-1 to 12-1 on the basis of disability categorisation of pupils attending the school.
Many special schools now enrol students from disability categories other than from those provided for by their school designations.
Since 2012, the NCSE has increased the number of special classes by over 100%, from 628 in 2012 to 1,300 across the country now, of which 1,042 are Autism Spectrum Disorder, ASD, special classes. Of these, there are 177 classes in Dublin city and county, including 18 Early Intervention Classes for children who are not yet school going age, 123 primary school classes and 36 at post-primary level in mainstream schools. Some 17 primary and three post-primary ASD classes are in the area referred to by the Deputy.
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 school and class placements 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.
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.
In the case of all new schools, it is general practice to include a Special Needs Unit, SNU, in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. Typically, a two-classroom SNU is provided in new primary schools and a two- or four-classroom unit is provided in new post-primary schools.
In the case of existing schools, where a school is not in a position to accommodate a special class within its existing accommodation, it is open to the school to submit an application to the Department for capital funding to (i) re-configure existing spaces within the school building to accommodate the class or (ii) to construct additional accommodation.
My Department continues to work with the NCSE to ensure that any required additional special school placements will be available for the forthcoming school years.
132. Deputy Mary Butler asked the Minister for Education and Skills when a decision regarding an application for funding for additional accommodation by a school (details supplied) will be made; and if he will make a statement on the matter. [42885/17]
Amharc ar fhreagraI can confirm that the school referred to by the Deputy has submitted an application to my Department for additional school accommodation.
The application is currently being assessed and my Department expects to be in a position to convey a decision on the application to the school shortly.
133. Deputy Robert Troy asked the Minister for Education and Skills the status of the prefab replacement programme for schools; and the length of time a school can expect to be waiting for inclusion in this programme. [42893/17]
Amharc ar fhreagraAs the Deputy is aware, it is my intention in accordance with the Programme for Government to replace school prefabs with permanent accommodation over the lifetime of my Department's capital programme 2016-21.
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 and to determine whether or not individual prefabs need to be replaced in the context of the long-term accommodation needs of each school involved. It is intended that this assessment when finalised will enable the replacement of such prefabs to commence in 2019.
134. Deputy Robert Troy asked the Minister for Education and Skills if the cost of insurance to schools (details supplied) will be examined; and if the possibility of putting in place a national school insurance policy will also be examined. [42894/17]
Amharc ar fhreagraResponsibility for procurement of insurance and payment of same rests with Boards of Management and the Education and Training Boards, ETBs, in respect of schools operated by them. If a particular school has a query in relation to the cost of insurance it should raise this directly with its insurance provider.
Boards of Management and ETBs should take a proactive approach when it comes to sourcing insurance in order to ensure best value is obtained and to ensure compliance with public procurement procedures.
My Department has no plans to put a national school insurance policy in place as suggested by the Deputy. However, the Schools Procurement Unit which has a national remit is available to advise and assist schools in relation to procurement matters.
135. Deputy Robert Troy asked the Minister for Education and Skills his views on whether it is equitable for small rural and older schools to pay the same insurance premium as large urban schools. [42895/17]
Amharc ar fhreagraResponsibility for the payment of insurance rests with Boards of Management and the Education and Training Boards, ETBs, in respect of schools operated by them.
Funding is provided by my Department in respect of general running costs including insurance. If a particular school has a query in relation to the cost of insurance, it should raise this directly with its insurance provider.
136. Deputy Robert Troy asked the Minister for Education and Skills his views on whether the recent drop in capitation payments for schools from €200 to €165 is justified; and the reason for the large gap between the capitation payment received at primary and secondary levels. [42896/17]
Amharc ar fhreagraI do recognise the need to improve capitation funding for primary and post-primary schools having regard to the reductions that were necessary over recent years.
It is difficult to make precise comparisons between the levels of grant paid and the actual costs of running schools at primary and post-primary levels. However, it is self-evident that the maintenance and running costs for second-level schools are much greater on a unit cost basis than those in primary schools.
In general, post-primary schools are larger than primary schools and have a lower pupil-teacher ratio, resulting in more classrooms and specialist rooms such as laboratories, workshops and kitchens. This leads to higher unit costs in second-level schools for heat, light, power, maintenance and cleaning.
The Action Plan for Education, aimed at making the Irish education and training service the best in Europe by 2026, outlines hundreds of actions to be implemented over the three-year period 2016 to 2019, which include restoring capitation funding as resources permit.
The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016 and €5 in 2017 in order to enable primary schools implement the arbitration salary increase for grant-funded school secretaries and caretakers and also to implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation.
Capitation funding remains a priority for me to address during the lifetime of the Action Plan as resources permit.
137. Deputy Robert Troy asked the Minister for Education and Skills if the budget allowance to schools will be increased in view of testimonials which state that parents are having to fund basic essentials such as insurance, electricity and oil. [42897/17]
Amharc ar fhreagraI recognise the need to improve capitation funding for primary and post-primary schools having regard to the reductions that were necessary over recent years.
The Action Plan for Education outlines hundreds of actions to be implemented over the three-year period 2016 to 2019, which include restoring capitation funding as resources permit.
The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016 and €5 in 2017 in order to enable primary schools implement the arbitration salary increase for grant-funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation. A similar type of approach in relation to improvements in grant funding was applied, as appropriate, at post-primary level.
Capitation funding remains a priority for me to address during the lifetime of the Action Plan as resources permit.
