Pearse Doherty
Ceist:68. Deputy Pearse Doherty asked the Minister for Public Expenditure and Reform when the review of public private partnerships will be published; and if he will make a statement on the matter. [10510/18]
Amharc ar fhreagraPublic Private Partnerships
Ceisteanna (68)
Freagraí scríofa
A senior-level Inter-Departmental / Agency Group was established last year to review Ireland's experience of PPPs and to make recommendations on the future role of PPPs, in the context of the development of the new 10 year National Development Plan (NDP).
The work of the Review Group is now substantially complete and the key findings and recommendations of the PPP review are summarised in section 2.2 and detailed in section 6.7 of the NDP.
I expect the final report of the PPP Review Group to be published in the coming weeks.
Catchment Flood Risk Assessment and Management Programme
Ceisteanna (69)
Kevin O'Keeffe
Ceist:69. Deputy Kevin O'Keeffe asked the Minister for Public Expenditure and Reform when the action plan deriving from the national river basin management plan will be put in place (details supplied) [10692/18]
Amharc ar fhreagraFreagraí scríofa
The core strategy for addressing areas at potentially significant risk from flooding is the Office of Public Works (OPW) Catchment Flood Risk Assessment and Management (CFRAM) Programme. The Programme, which is being undertaken by engineering consultants on behalf of the OPW working in partnership with the local authorities, involves the production of predictive flood mapping for each location, the development of preliminary flood risk management options and the production of Flood Risk Management Plans.
The CFRAM Programme is focussing on 300 Areas for Further Assessment (AFAs) including 90 coastal areas, mainly in urban locations nationwide, designated in 2012 as being at potentially significant risk of flooding. The flood risk for each of these areas has been assessed, through detailed engineering techniques to assess their risk and impact from flooding. This risk and the proposed feasible measures, both structural and non-structural, identified to manage that risk are outlined in the Flood Risk Management Plans.
The area referred to by the Deputy is an AFA and is being assessed by the South Western CFRAM Study. A proposed measure has been identified for the area in question, namely to progress the project level development and assessment of a Flood Relief Scheme, including environmental assessment as necessary and further public consultation, for refinement and preparation for planning/exhibition and, if and as appropriate, implementation.
In summer 2017, the OPW finalised all Plans and each Plan was submitted to the Department of Public Expenditure and Reform for an independent review of the environmental assessments. Having now received the outcomes of the independent review of the environmental assessments for the Flood Risk Management Plans, the Commissioners of Public Works will in the coming weeks submit the Flood Risk Management Plans to the Minister for Finance and Public Expenditure and Reform for approval, in accordance with the statutory requirements.
The final Plans, approved measures and national programme for implementation will be announced after the Plans have been approved.
Departmental Advertising Campaigns
Ceisteanna (70)
Róisín Shortall
Ceist:70. Deputy Róisín Shortall asked the Minister for Public Expenditure and Reform the details of each instance of advertorial content commissioned by his Department and agencies under its remit in the past 12 months; the date this content was published; the purpose of this content; the cost of its publication; the publication or platform on which it was published, in tabular form; and if he will make a statement on the matter. [10778/18]
Amharc ar fhreagraFreagraí scríofa
My Department or the bodies under its aegis have not commissioned advertorial content in the past 12 months. It should be noted that the Office of Public Works will respond to the Deputy directly.
Autism Support Services
Ceisteanna (71)
Niamh Smyth
Ceist:71. Deputy Niamh Smyth asked the Minister for Education and Skills the status of an application by a school (details supplied) for an autistic spectrum disorders, ASD, unit; if this application has been refused; if so, the reason therefore; and if he will make a statement on the matter. [10461/18]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) is responsible for organising and planning provision for children with Special Educational Needs, including the establishment of special classes in mainstream primary and post primary schools.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special classes are for students who have a recommendation for a special class placement in their professional reports.
Schools may apply to the NCSE to open a special class where a need has been identified in their area i.e. a number of students have professional reports indicating they require the support of a special class.
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.
In addition, the NCSE will consider:
- the school’s accommodation and accessibility
- the number of special classes, if any, already in the school.
The NCSE has advised officials in my Department that an application has been received from the school referred to by the Deputy.
As the application is currently being considered by the NCSE, I will arrange for the Deputy's question to be forwarded to NCSE for direct reply.
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.
School Accommodation Provision
Ceisteanna (72)
Robert Troy
Ceist:72. Deputy Robert Troy asked the Minister for Education and Skills if an application by a school (details supplied) for additional building units will be re-examined with a view to providing additional funding to link these new buildings to the existing school building; and if he will make a statement on the matter. [10470/18]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers was allocated devolved funding under my Department's Additional Accommodation Scheme 2017 to provide 1 stand-alone mainstream classroom with en-suite toilets 1 WC for assisted users and 2 resource rooms.
The school submitted an application for significant additional funding for works outside the scope of the approved project in February 2018. Following assessment by my Department this application was refused and the school were advised to arrange for and submit a design consistent with the works approved by my Department.
My Department have now received a further submission from the school. This submission is currently being examined and my Department will revert to the School Authority directly once a decision has been made.
DEIS Status
Ceisteanna (73, 74)
Aengus Ó Snodaigh
Ceist:73. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the reason a school's (details supplied) DEIS status was not changed from DEIS 2 to DEIS 1; and if he will make a statement on the matter. [10471/18]
Amharc ar fhreagraAengus Ó Snodaigh
Ceist:74. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills if the DEIS status of a school (details supplied) will be changed from DEIS 2 to DEIS 1. [10472/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 73 and 74 together.
We have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage. The methodology adopted to assess levels of disadvantage in schools is based on centrally held data with a uniform application across the entire school system to assess levels of disadvantage in Primary and Post-Primary schools.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at
www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
The concentration of disadvantage varies significantly between schools. It is important to note that the Department's assessment is not based on the location of the school but on the CSO small areas statistics from which a school derives its pupil cohort. Accordingly, the demographics of neighbouring schools can differ in terms of assessed levels of need which are based on the pupil cohort within each school.
It should be noted that the additional funding due to the school under DEIS is based on the identified level of disadvantage of the school. The amount of DEIS funding due to the school has been allocated for the current school year in addition to all basic funding to which this school is entitled.
An update of the identification model is currently underway. This will take account of updated school data as provided by schools for the current school year combined with the Pobal HP Index of Deprivation, based on CSO Small Area Population statistics derived from the 2016 National Census. It is envisaged that this process will be completed by the end of Quarter 1 this year.
Should this exercise reveal that any school, including the school referred to by the Deputy, which did not qualify for DEIS in 2017 meets the criteria applicable to schools with the highest concentration of disadvantage based on the updated information then additional schools may be included subject to available resources.
DEIS Applications
Ceisteanna (75)
Michael Healy-Rae
Ceist:75. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an appeal by a school (details supplied); and if he will make a statement on the matter. [10473/18]
Amharc ar fhreagraFreagraí scríofa
I 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.
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, has lost supports as a result of the implementation of the new model. In addition, no school received 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.
The additional funding provided additional supports to over 1300 schools who identified as needing additional supports as a result of the new model while ensuring that no school received a reduced allocation.
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 school referred to by the Deputy, the profiling model had indicated a profiled special educational need for this school of 45 teaching hours.
However, as no school received an allocation, on the introduction of the new model, which was less than the allocation they received in the previous school year, the school maintained an allocation of 46.03 hours and it was indicated that within this allocation there was a retained element of 1.03 hrs.
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.
Under the new allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
Included within this is an allocation for:
- A school educational profile component; which includes:
- An allocation for pupils with complex needs
- The learning support needs in schools as evidenced by attainment levels in standardised test results
-The social context of the school including disadvantage and gender
- Baseline component provided to every mainstream school to support inclusion, prevention of learning difficulties and early intervention.
The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
It is acknowledged and accepted that schools will have some additional pupils with special educational needs enrolling to their school subsequent to the profiles having been developed.
However, for the most part these will be balanced by the fact that some students who had additional teaching needs in the previous year will have left the school. The baseline is also designed to ensure that schools have some capacity to provide additional support to pupils.
Where a school profile significantly changes following the allocation process e.g. a developing school where the net enrolment numbers significantly increase year on year additional allocations may be made.
The criteria for qualification for mainstream school developing school posts are set out in DES Circular 17/2017 (Primary School Staffing Schedule) and DES 10,11,12/2017 (Post Primary School Staffing Schedule).
Schools who qualified for additional mainstream developing school posts in accordance with these criteria also qualified for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there will be some schools where exceptional circumstances may arise.
The National Council for Special Education (NCSE) will be available to support schools where schools have developed and implemented appropriate plans for the deployment of their special education needs teaching resources, but the school considers that further support may be required. This support may involve Continuing Professional Development or further training for school staff, advice in relation to the support plans that are in place, and possibly a review process once schools can clearly demonstrate that exceptional circumstances have arisen in the school.
The NCSE has also now published details of how schools can seek a review of their allocations, including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
Should schools consider that they fulfil the criteria for a review on the grounds of exceptional circumstances, details of this review process are available at:
http://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school.
The NCSE has advised that the school referred to by the Deputy has made an application to the NCSE for a review on this basis. The NCSE considered this application and has advised that following a review of the application submitted by the school, the NCSE has concluded that the school does not fulfil the criteria for review, in accordance with the qualification criteria set out for the scheme.
The reason advised for this is that requests for reviews based on comparisons between allocations under the new allocation model, and the previous allocation model, or consideration of the allocations that may have applied to schools had the previous allocation model stayed in place, if certain factors such as new assessments arising subsequent to the new allocations being made to schools were considered, do not qualify as a basis for review under this process.
A review on the grounds of exceptional circumstances arising should only be conducted where the school profile changes very significantly, beyond which the school profile is provided to cater for, or where very exceptional circumstances have arisen in a school beyond a schools capacity to provide additional teaching support once their allocations are utilised effectively.
The NCSE has advised, however, that they will be in a position to provide additional guidance or support for this school and to discuss any issues which the school may have in managing their available resources, and to assist the school in managing the utilisation of their allocation to support all children who need additional teaching support in the school, should the school wish to avail of such support.
Schools Building Projects Status
Ceisteanna (76, 77, 83)
Fiona O'Loughlin
Ceist:76. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of the new secondary school for Monasterevin, County Kildare; and if he will make a statement on the matter. [10490/18]
Amharc ar fhreagraFiona O'Loughlin
Ceist:77. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the reason there have been delays in securing a new second level school for Monasterevin, County Kildare; and if he will make a statement on the matter. [10491/18]
Amharc ar fhreagraFiona O'Loughlin
Ceist:83. Deputy Fiona O'Loughlin asked the Minister for Education and Skills further to Parliamentary Question No. 206 of 20 February 2018, when the tendering process will begin; and if he will make a statement on the matter. [10689/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 76, 77 and 83 together.
The building project for the school to which the Deputy refers is at an advanced stage of architectural planning, Stage 2b – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents. All statutory approvals have been obtained.
The Design Team is currently finalising the stage 2b documentation and expects to submit the finalised Stage 2b Report to my Department shortly.
Upon receipt and review of this outstanding documentation and providing no other issues arise, my Department will then revert to the Board of Management with authorisation to complete pre-qualification of Contractors. When the pre-qualification process has been completed the project will then be progressed to tender stage.
A tender stage normally takes between 7 and 8 months to complete. A letter has recently issued from my Department to the school with a timeframe for further progression of the project.
School Staff Appeals Mechanism
Ceisteanna (78)
John Brassil
Ceist:78. Deputy John Brassil asked the Minister for Education and Skills if a staffing appeal application by a school (details supplied) will be approved; and if he will make a statement on the matter. [10522/18]
Amharc ar fhreagraFreagraí scríofa
The 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 operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The staffing schedule also includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
There is provision within the appeals process, under the Small Schools criteria, for schools with 4 teachers or less to appeal on the basis of projected enrolment for the coming September. In the case of the school referred to by the Deputy, a projected enrolment of 81 for September 2018 is required to fulfil the appeal criteria. Details of the appeal process and application form are available in Circular 0010/2018, "Staffing Arrangements in Primary Schools for the 2018/19 School Year", which is published on the Department website.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
Grant Payments
Ceisteanna (79)
Peadar Tóibín
Ceist:79. Deputy Peadar Tóibín asked the Minister for Education and Skills the estimated cost of restoring the grant given to student primary teachers on a Gaeltacht placement. [10685/18]
Amharc ar fhreagraFreagraí scríofa
Arising from budgetary considerations and the Comprehensive Expenditure Review carried out in 2011, it was decided that this grant would cease for new entrants - both at undergraduate and postgraduate level - from the 2012/13 academic year.
The decision to stop the Gaeltacht placement grants was taken during the economic crisis when, unfortunately, very difficult decisions had to be made to stabilise the nation's finances. Priority was given to protecting resources for front line education services as far as possible, which remains particularly challenging with rising numbers of school-going children.
The annual cost of fully funding the reconfigured Gaeltacht Placement for 1,200 student teachers would be in the region of €1.8m.
It should be noted that, to assist with the costs of the Gaeltacht placement, students who are in receipt of a student grant which includes a 100% fee grant, or who would have qualified for a full fee grant but for the Free Fees Schemes, can apply for funding towards travel and accommodation costs under the field trip element of a fee grant, subject to the normal terms and conditions of the student grant scheme.
Apart from this, in circumstances of particular need, students may apply for support under the Student Assistance Fund. Information in relation to this fund is available through the Access Officer in the third level institution attended.
Student Grant Scheme Appeals
Ceisteanna (80)
Niamh Smyth
Ceist:80. Deputy Niamh Smyth asked the Minister for Education and Skills the status of a SUSI appeal by a person (details supplied); and if he will make a statement on the matter. [10686/18]
Amharc ar fhreagraFreagraí scríofa
I’ve been advised that the SUSI appeal to which the Deputy refers was recently received by the statutory independent Student Grants Appeals Board. Under the Student Support Act 2011, the Board has 60 days from the making of an appeal to make a determination.
I understand that the 60 day appeal period will end on 19 April 2018. Subject to no issues arising, the student can expect a determination on or before 19 April.
Autism Support Services
Ceisteanna (81)
Shane Cassells
Ceist:81. Deputy Shane Cassells asked the Minister for Education and Skills if funding for an autistic spectrum disorder, ASD, unit in a school (details supplied) will be provided; and if he will make a statement on the matter. [10687/18]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my Department recently received an application for an ASD Unit from the school referred to by the Deputy.
The application will be assessed and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
Schools Site Acquisitions
Ceisteanna (82)
Fiona O'Loughlin
Ceist:82. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if a site (details supplied) in County Kildare has been signed over to his Department or the board of management for development of a new school. [10688/18]
Amharc ar fhreagraFreagraí scríofa
My Department is in the process of acquiring a site at the property to which the Deputy refers in order to construct a new school. My Department's officials are currently involved in ongoing engagement with the Chief State Solicitor’s Office and the vendor’s solicitors, in order to finalise this legal transaction. Every effort is being made to expedite the process.
Question No. 83 answered with Question No. 76.
Schools Building Projects Status
Ceisteanna (84)
Fiona O'Loughlin
Ceist:84. Deputy Fiona O'Loughlin asked the Minister for Education and Skills further to Parliamentary Question No. 206 of 20 February 2018, if the site has been acquired. [10690/18]
Amharc ar fhreagraFreagraí scríofa
My Department is in the process of acquiring a site at the property to which the Deputy refers, in order to construct the new school. My Department's officials are currently involved in ongoing engagement with the Chief State Solicitor’s Office and the vendor’s solicitors, in order to finalise this legal transaction. Every effort is being made to expedite the process.
Health Promotion
Ceisteanna (85)
Michael Healy-Rae
Ceist:85. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a matter (details supplied) will be addressed regarding the Healthy Ireland Smart Start programme; and if he will make a statement on the matter. [10738/18]
Amharc ar fhreagraFreagraí scríofa
The Healthy Ireland Smart Start programme is funded by the HSE for use in pre-schools. I understand that a range of materials are already available to pre-schools in this regard. The use of materials as part of the programmes is a matter for the HSE.
My Department is working with DCYA and the NCCA to implement the National Síolta Aistear Initiative, which is providing a range of nationally approved materials, resources and CPD/mentoring in both the Síolta national quality assurance framework and the Aistear national curriculum framework. These materials were developed last year by the two national co-ordinators. Further resources are available for services and practitioners on www.aistearsiolta.ie.
Schools Site Acquisitions
Ceisteanna (86)
Robert Troy
Ceist:86. Deputy Robert Troy asked the Minister for Education and Skills the steps an existing school authority must take in order to apply for a new school building on a site which is available; and if he will make a statement on the matter. [10746/18]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that it is open to the school authority in question to submit an application to my Department. An application form may be accessed on my Department's website www.education.ie.
Departmental Advertising Campaigns
Ceisteanna (87)
Róisín Shortall
Ceist:87. Deputy Róisín Shortall asked the Minister for Education and Skills the details of each instance of advertorial content commissioned by his Department and agencies under its remit in the past 12 months; the date this content was published; the purpose of this content; the cost of its publication; the publication or platform on which it was published, in tabular form; and if he will make a statement on the matter. [10771/18]
Amharc ar fhreagraFreagraí scríofa
The Government approved a number of priority information campaigns which included the Action Plan for Education 2018. In launching the Action Plan for Education, a special pull-out was produced by a national daily newspaper in partnership with the government. While the cost was not met by my Department, I understand it amounted to €8,600 excluding vat. The material produced in the pull-out included: preparing students for a changing world with foreign language skills, preparing for Brexit, learning in a digital age, and information about the growing popularity of apprenticeship and traineeship as an exciting career option. It was published on Wednesday 14th February 2018.
With regard to bodies under the aegis of the Department, the information sought is a matter for each agency and is not collated centrally. However, my officials are aware of published content paid for by SOLAS and information in relation to this is contained in the following table.
|
Description |
Date of publication |
Publication details |
Cost |
|
Detailing opportunities in Further Education and Training for females wishing to pursue a career in STEM. The government are committed to increasing the number of women considering a career in STEM. |
June 2017 |
Irish Independent, Female STEM Supplement |
€7,000 ex VAT |
|
Detailing the opportunities and recent developments in the apprenticeship system in Ireland. The government intend to double the number of apprenticeships and treble the number of traineeships, as well as expanding this model into a range of new sectors. It is important for employers to consider becoming involved in offering new apprenticeship opportunities, as well as for students to be aware of this exciting career pathway. |
February 2018 |
Sunday Business Post, Apprenticeship Supplement |
€2,335 ex VAT |