Written Answers Nos. 349-365
349. Deputy Tony McLoughlin asked the Minister for Education and Skills the number of school places created and capital expenditure, both nationally and by county, on school building projects since 2010, in tabular form; and if he will make a statement on the matter. [15301/18]
Amharc ar fhreagraThe following table outlines the capital spend by county on large scale projects for the period 2010 to 2017. In addition, the table includes, on a county basis, the total number of school places provided by the completion of large scale projects over the same period.
|
County |
2010 - 2017 |
Additional Places |
Replacement Places |
Total Places |
|
Carlow |
€30,365,030.35 |
1,314 |
280 |
1,594 |
|
Cavan |
€45,086,220.99 |
1,140 |
781 |
1,921 |
|
Clare |
€20,987,184.86 |
1,084 |
936 |
2,020 |
|
Cork |
€215,520,200.35 |
8,978 |
3,678 |
12,656 |
|
Donegal |
€34,496,250.08 |
1,901 |
370 |
2,271 |
|
Dublin |
€530,011,313.22 |
30,348 |
2,432 |
32,780 |
|
Galway |
€124,392,938.59 |
5,851 |
1,956 |
7,807 |
|
Kerry |
€30,653,306.98 |
548 |
1,396 |
1,944 |
|
Kildare |
€135,296,241.17 |
8,084 |
1,558 |
9,642 |
|
Kilkenny |
€24,852,795.80 |
829 |
336 |
1,165 |
|
Laois |
€47,469,193.86 |
3,664 |
2,696 |
6,360 |
|
Leitrim |
€2,268,824.16 |
100 |
300 |
400 |
|
Limerick |
€63,762,997.25 |
2,124 |
2,320 |
4,444 |
|
Longford |
€11,327,916.95 |
364 |
0 |
364 |
|
Louth |
€102,970,974.64 |
4,328 |
2,548 |
6,876 |
|
Mayo |
€31,689,270.87 |
558 |
280 |
838 |
|
Meath |
€152,637,287.51 |
11,447 |
2,432 |
13,879 |
|
Monaghan |
€44,233,748.39 |
1,595 |
168 |
1,763 |
|
Offaly |
€46,769,147.08 |
1,753 |
2,341 |
4,094 |
|
Roscommon |
€9,649,387.92 |
560 |
84 |
644 |
|
Sligo |
€13,659,529.50 |
287 |
837 |
1,124 |
|
Tipperary |
€35,221,463.19 |
340 |
852 |
1,192 |
|
Waterford |
€39,660,114.55 |
1,962 |
1,638 |
3,600 |
|
Westmeath |
€23,481,219.85 |
934 |
1,348 |
2,282 |
|
Wexford |
€75,620,284.53 |
2,832 |
1,554 |
4,386 |
|
Wicklow |
€70,404,352.01 |
2,763 |
2,336 |
5,099 |
350. Deputy Shane Cassells asked the Minister for Education and Skills the details of the proposed butcher apprenticeship; when it will be launched and available for interested parties to apply to; and if he will make a statement on the matter. [15315/18]
Amharc ar fhreagraAn apprenticeship in butchery, with the Associated Craft Butchers of Ireland as industry lead and a consortium of industry and education and training providers, is currently being developed into a national apprenticeship programme, as part of the Government's plan to double the number of apprenticeships. The consortium submitted this programme for validation to Quality and Qualifications Ireland (QQI) earlier this month and subject to successful validation will get underway in September 2018. The apprenticeship will lead to an award at Level 5 on the National Framework of Qualifications with off-the-job training delivered in the first instance by Mayo, Sligo and Leitrim Education and Training Board.
351. Deputy Pearse Doherty asked the Minister for Education and Skills the number of legislative measures both enacted and published by his Department which originated in work carried out by the Law Reform Commission in each of the past ten years in tabular form; the details of each legislative measure in the corresponding year; and if he will make a statement on the matter. [15346/18]
Amharc ar fhreagraThe Department of Education and Skills has not enacted or published legislation which originated in work carried out by the Law Reform Commission in the past ten years.
352. Deputy John Lahart asked the Minister for Education and Skills the schools being included in the trial of physical education being taught as a leaving certificate subject; the number of these schools that are fee paying; the number that are public; and if he will make a statement on the matter. [15357/18]
Amharc ar fhreagraApproximately 360 schools applied to participate in the Phase 1 roll-out of the Leaving Certificate Physical Education (LCPE) specification and/or the Senior Cycle Physical Education (SCPE) Framework from September 2018, with many applications being of high quality. 80 schools were selected for participation in Phase 1. It is my intention that all schools will be able to offer LCPE and/or SCPE from September 2020, with preparation for their introduction commencing during the 2019/20 school year.
Of the 80 schools selected for participation in Phase 1 of the implementation of LCPE and SCPE, 7 are fee-charging schools. The remaining 73 schools are non fee-charging schools.
353. Deputy Michael McGrath asked the Minister for Education and Skills the number of children with special needs in an area (details supplied) who do not have an appropriate primary or second level school place in September 2018; and if he will make a statement on the matter. [15360/18]
Amharc ar fhreagra354. Deputy Michael McGrath asked the Minister for Education and Skills the steps being taken to ensure that a child (details supplied) in County Cork receives an appropriate second level school place in the child's catchment area for September 2018. [15366/18]
Amharc ar fhreagraI propose to take Questions Nos. 353 and 354 together.
My Department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs, including those with Autism Spectrum Disorder (ASD), in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.
Most children with special educational needs attend mainstream class, but some require the environment of a special class or special school. This decision is based on a professional assessment in consultation with the NCSE.
The National Council for Special Education (NCSE) which is a separate independent statutory body, plans and co-ordinates the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE).
The NCSE is aware of emerging need from year to year, and where special provision, including special class or special school provision, is required, it is planned and established to meet that need.
In Cork City and County there are 222 special classes of which 23 are Early Intervention ASD classes, 102 Primary ASD classes and 50 Post-Primary ASD classes in mainstream schools for 2017/18 school year.
The NCSE has advised my Department that it intends to establish 27 new classes in the city and county for the 2018/19 school year including 4 new Early Intervention ASD classes, 17 new Primary ASD classes and 5 new Post-Primary ASD classes.
The NCSE has advised my Department that there is an emerging need for additional Special School placement options in the Cork area. 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 school placements can access such placements. This process is ongoing.
The enrolment of a child in a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department and the NCSE has no role in relation to processing applications for enrolment to schools.
Accordingly, the NCSE advises parents to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible. Where Parents have been unsuccessful in enrolling their child in a special school or special class placement for the 2018/19 school year, they should update their local SENO to inform the planning process. Contact details are available on www.ncse.ie.
The NCSE has advised that they continue to work with schools, parents, NEPS, health professionals and other staff who are involved in the provision of services in the Cork area for children with special educational needs, to ensure that each child has a school placement appropriate to their needs for the 2018/19 school year.
The Deputy may be aware that during the Committee Stage debate of the School Admissions Bill, I outlined my intention to include a provision that will provide, based on reports and advice from the NCSE, a power for the Minister to require a school to open a special class or increase the number of special classes in schools identified by the NCSE. My Department officials are currently engaging with the Office of the Parliamentary Counsel on the development of legislative proposals on this matter which they hope to bring forward to Government for approval.
With reference to the student referred to by the Deputy, the NCSE has advised officials in my Department that, based on the professional report available to them, a post-primary placement has been identified and notified to the parents.
In general, children with special educational needs are eligible for school transport if they are attending the nearest special class that is or can be resourced, to meet their special educational needs under my Departments criteria. Most but not all children with Special Educational needs avail of this support.
355. Deputy Ruth Coppinger asked the Minister for Education and Skills if school inspectors are reporting on the implementation of the anti-bullying policies (details supplied); and if he will make a statement on the matter. [15377/18]
Amharc ar fhreagraMy Departments Anti-Bullying Procedures for Primary and Post-Primary Schools are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils. The procedures recognise that a positive school culture and climate is key and set out a very practical way on what schools must do to both prevent bullying and to deal with bullying when it occurs.
All primary and post primary schools are required to adopt and implement an anti-bullying policy that fully complies with the requirements of the procedures. A template policy is provided in the procedures to help facilitate schools in this regard.
The procedures include a number of specific measures in respect of homophobic bullying including a requirement on all schools to have in place education and prevention strategies that explicitly deal with homophobic and transphobic bullying. The education and prevention strategies that the school will implement must be documented in the anti-bullying policy and must explicitly deal with the issue of identity-based bullying including in particular, homophobic and transphobic bullying.
To help schools in developing a positive whole-school approach the Department has produced a range of guidance documents and has also supported the provision of guidance by civil society organisations. “Being LGBT in School – A Resource for Post-Primary Schools to Prevent Homophobic and Transphobic Bullying and Support LGBT Students”, which was developed by the Gay and Lesbian Equality Network (GLEN) with the support of my Department, provides guidance in relation to supporting LGBT students in schools. The resource, which is available on my Department’s website, includes a section that addresses the specific support needs of students who identify as transgender. The non-governmental organisation, Transgender Equality Network Ireland (TENI) provided advice and support to ensure that this information is both practical and respectful to the needs of young people who are transgender.
The Professional Development Service for Teachers (PDST) Wellbeing Team have also developed a number of resources in the area of Relationship and Sexuality Education (RSE) in conjunction with representative groups. These resources, which are available at http://sphe.ie/resources.aspx, include guidance for teachers, schools and guidance counsellors on their role in supporting LGBT students. PDST also offer a specific 1 day Seminar on Gender and Sexual Orientation. This seminar is for teachers of Social, Personal and Health Education (SPHE) and RSE and explores the experiences of lesbian, gay, bisexual and transgender young people. Participants receive the ‘Growing Up LGBT’ resource and explore how to raise awareness through both the curriculum and at a whole school level.
In addition, inclusive education is a mandatory area of study in programmes of initial teacher education (ITE). The ITE graduate is required to demonstrate knowledge and understanding of the factors that promote and hinder learning, the impact of pupils’ backgrounds and identities on learning and the need to provide for the holistic development of the learner, particularly through differentiated approaches.
My Department’s Inspectorate, as part of its whole-school evaluation inspections of schools, specifically examines schools compliance with the anti-bullying procedures including the actions taken to create a positive school culture and to prevent and tackle bullying. Where the Inspectorate encounter non-compliance with the anti-bullying procedures relevant findings are included in whole-school evaluation reports published on my Department’s website.
356. Deputy Fergus O'Dowd asked the Minister for Education and Skills the status of the proposed special school for County Louth that will merge two schools (details supplied); and if he will make a statement on the matter. [15378/18]
Amharc ar fhreagraAs the Deputy is aware, a project to provide permanent accommodation for the schools in question is included on my Department's Capital Programme.
Officials in my Department are liaising with officials in the relevant local authority in accordance with the Memorandum of Understanding in relation to the acquisition of a suitable site to facilitate the building project. The proposed location for the schools, on the Cement Road in Drogheda, has been agreed and all parties are currently working to finalise the terms of this proposed acquisition and advance matters as quickly as possible.
Subsequent to the completion of the site acquisition process, subject to no issues arising, the project to deliver the new schools will progress into architectural planning.
357. Deputy Fergus O'Dowd asked the Minister for Education and Skills the status of the major building project at a school (details supplied); and if he will make a statement on the matter. [15381/18]
Amharc ar fhreagraThe major building project referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - 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.
In May 2017, the Department gave approval to the school authorities to have their Design Team commence the process of Pre-Qualification of Contractors and the Department has been informed by the Design Team that this process is complete.
The Design Team has recently submitted a revised Stage 2(b) submission to my Department. Upon review of this submission and providing no issues arise, my Department will revert to the school with a timeframe for progression of the project to tender stage.
A tender stage normally takes between 7 and 8 months to complete. A letter recently issued from my Department to the school and its Design Team outlining the projected timeframe for progression of this project to tender and construction stage and the steps involved.
358. Deputy Kevin O'Keeffe asked the Minister for Education and Skills the position regarding two projects at a primary school (details supplied) in County Cork. [15392/18]
Amharc ar fhreagraIt is planned to carry out one project at the school to which the Deputy refers which would encapsulate traffic management issues as necessary and if possible.
Funding was originally allocated to the school under my Department's Additional Accommodation Scheme 2014 to provide 4 mainstream classrooms, 2 SET rooms and a WC for assisted users.
The school subsequently sought an increase in funding to address traffic management issues. The design proposal put forward by the school in this regard was not acceptable to my Department.
An official from my Department's Professional and Technical team visited the school recently. On foot of this visit, the school was issued with alternative design suggestions. My Department is awaiting a response to these from the school authority.
359. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if there is a scheme in place which a PLC student can access to assist in meeting accommodation costs while studying. [15419/18]
Amharc ar fhreagraPLC learners are entitled to apply for student grant funding under the same terms, conditions and rates as third level students, details of which are available on the SUSI website at www.susi.ie.
Under the terms of the scheme, grant assistance is awarded to Post Leaving Certificate students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means.
The student maintenance grant is a contribution towards the living costs of a student and is not intended to cover the full costs of attending college. The scheme does however provide for different levels of maintenance support, depending on means. Grants are also provided at adjacent and non-adjacent rates. The higher non-adjacent rates are intended to provide additional support to those students, including PLC students, who may be living away from home.
360. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of meetings officials from his Department have had with Kildare County Council in the past five years regarding the provision of schools for south County Kildare; and if he will make a statement on the matter. [15422/18]
Amharc ar fhreagraMy Department works closely with local authorities in respect of the provision of schools generally.
In the first instance, my Department is included among the prescribed bodies to whom local authorities are statutorily obliged to send draft local area and development plans or proposed variations to plans for comment and observations. This enables local authorities to identify potential future school sites and to develop phasing strategies where relevant.
In order to plan for such future school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. My Department uses a Geographical Information System to identify where the pressure for school places across the country will arise. This system uses data from a range of sources. Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools
- Extending the capacity of a school or schools
- Provision of a new school or schools.
Where the requirement for a new school is established, my Department engages with the relevant local authority under the Memorandum of Understanding (MOU) between the Minister for Education and Skills and the County and City Managers' Association on the acquisition of sites for school planning purposes. The MOU allows my Department to harness local authorities' long-standing experience and knowledge in respect of planning, property and acquisitions generally.
In the context of provision of schools for south County Kildare, there is ongoing engagement with Kildare County Council at a senior level in respect of current and future school site requirements.
361. Deputy Jackie Cahill asked the Minister for Education and Skills if the case of a person (details supplied) will be reviewed; and if he will make a statement on the matter. [15440/18]
Amharc ar fhreagraVery significant numbers of third-level students move out of home to go to college and continue to be supported by their parents while in full-time education. The purpose of the Student Grant Scheme is to provide additional assistance where parental income is below a certain threshold or in the case of independent mature students, where the level of income of the student and his or her spouse warrants additional assistance by way of a grant.
Under the Student Grant Scheme, an applicant's class is defined at his/her first point of entry to an approved higher or further education course and this will continue to apply for the duration of his/her studies.
The re-entry provision of the scheme allows mature students who have previously attended an approved course and are now entering an approved course following a break in studies of at least three years, to have their status reclassified from dependent to independent student.
I have been advised by SUSI that the student to which the Deputy refers, was assessed and a decision issued last November. Under the Student Support Act 2011, an applicant who is aggrieved by a determination of an awarding authority can appeal to an appeals officer within the statutory time period of 30 days. I have been advised by SUSI that no appeal was made by the student and that he is now outside of the statutory time limit for making an appeal. The Deputy will appreciate that my Department cannot intervene in this statutory process.
362. Deputy Niamh Smyth asked the Minister for Education and Skills if a matter regarding a school (details supplied) will be reviewed to ensure that his Department allocates an additional teacher to the school; and if he will make a statement on the matter. [15447/18]
Amharc ar fhreagraThe criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
Staffing arrangements for the 2018/19 school year are set out in circular 0010/2018 which is available on my Departments website.
The staffing schedule includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. Details of the criteria for appeal are contained in the staffing schedule, Circular 0010/2018.
The school referred to by the Deputy submitted an appeal for consideration by the Appeals Board for the May 2018 meeting of the board under Criterion E – Small Schools. The school will be notified of the outcome of the appeal after this meeting takes place.
The Appeal Board operates independently of the Minister and the Department and its decision is final.
363. Deputy Brendan Ryan asked the Minister for Education and Skills if he will address a matter (details supplied) relating to appeals under section 29 of the Education Act 1998; and if he will make a statement on the matter. [15450/18]
Amharc ar fhreagra364. Deputy Brendan Ryan asked the Minister for Education and Skills if he will address a matter (details supplied) relating to appeals under section 29 of the Education Act 1998; and if he will make a statement on the matter. [15451/18]
Amharc ar fhreagraI propose to take Questions Nos. 363 and 364 together.
Section 29 appeal hearing committees have to date been composed of three members, and, as set out in section 29 1 (2) of the Education Act, 1998 "each of which shall include in its membership an Inspector and such other persons as the Minister considers appropriate."
The current panel of Ministerial appointees who serve as section 29 appeal committee members are all persons who have worked in the education sector, including teaching in and managing schools in the Primary and Post-Primary sectors, working in the Educational Welfare Service and serving in my Department's Inspectorate Division.
Ministerial appointments to this panel have, to date, been made following examination of expressions of interest, made to my Department by those who have had considerable experience of working at a senior level in the education sector.
No appointments have been made to this panel since 2012.
365. Deputy Brendan Ryan asked the Minister for Education and Skills the success rate for facilitators appointed by the section 29 appeals committees in circumstances in which such committees considered that it may have been possible to facilitate agreement between appellants and school boards of management in brokering agreements between parties to appeals in each of the years 2016 and 2017 and to date in 2018; and if he will make a statement on the matter. [15452/18]
Amharc ar fhreagraA facilitator is generally appointed, within 8 to 10 days, following the receipt of an appeal under section 29 of the Education Act, 1998. A facilitator is not appointed in cases where the school in question is managed by an Educational Training Board (ETB) as all section 29 appeals relating to these schools are taken to the ETB, in the first instance.
The appointment of a facilitator provides assistance for both parties to the appeal to reach agreement on the matter which is the subject of the appeal. Where resolution is agreed at this stage the appellant will withdraw their appeal and the appeal will not proceed to a hearing. An appellant may also decide to withdraw an appeal after the facilitation process where they decide not to continue with an appeal.
In 2016, 44% of section 29 appeals lodged were withdrawn or resolved before an appeal hearing, in 2017 47% of appeals were withdrawn or resolved before an appeal hearing and in 2018, to date, 54% of appeals lodged have been withdrawn or resolved prior to hearing stage.
