Written Answers Nos. 74-98
74. Deputy Micheál Martin asked the Minister for Public Expenditure and Reform the number of FOI requests his Department has received since January 2018; the number that were appealed, refused and granted, respectively; the costs that were applied; and if he will make a statement on the matter. [25968/18]
Amharc ar fhreagraDetails of the number of FOI requests received by my Department from 1 January 2018 to 11 June 2018 are outlined in the following table.
An appeal of an FOI decision by my Department can be made by seeking an Internal Review of the matter. The appeal will involve a complete reconsideration of the matter by a senior member of staff of my Department and a decision will be communicated within three weeks. My Department received three requests for an Internal Review in the period in question.
An appeal of an Internal Review decision can be requested by writing to the Office of the Information Commissioner. To date, my Department has not received notification from the OIC of any external reviews for the period in question.
There are no charges for submitting a FOI request. However, in respect of non-personal requests, other charges may be applied for the time spent finding records and for any reproduction costs incurred by my Department in providing the material requested, for example a search and retrieval fee. The amount charged by my Department for such costs for the period in question was €130.00.
|
2018Month |
FOI Granted |
FOI Part Granted |
FOI Refused |
FOI Withdrawn |
Handled outside of FOI |
FOI In Progress |
Monthly Total |
|
JAN |
1 |
1 |
0 |
0 |
0 |
- |
2 |
|
FEB |
4 |
6 |
9 |
0 |
1 |
- |
20 |
|
MAR |
4 |
5 |
3 |
1 |
0 |
- |
13 |
|
APR |
1 |
6 |
5 |
1 |
0 |
- |
13 |
|
MAY |
2 |
5 |
4 |
0 |
1 |
- |
12 |
|
JUN |
1 |
1 |
4 |
0 |
0 |
21 |
27 |
|
TOTAL |
13 |
24 |
25 |
2 |
2 |
21 |
87 |
75. Deputy Barry Cowen asked the Minister for Public Expenditure and Reform the purpose for which the €400 million proceeds from the sale of Bord Gáis have been used; if it is still available for an off-balance sheet housing model; if it has been allocated elsewhere in housing; if it has been used to pay down the national debt; and if he will make a statement on the matter. [26051/18]
Amharc ar fhreagraI assume that the Deputy is referring to the €400m of proceeds from the sale of Bord Gais Energy that the Government announced, in Budget 2015, would be made available to support the Government's Social Housing Strategy.
As the Deputy will be aware, the intention at the time was that this €400m would be made available to establish an off-balance sheet financial vehicle to provide financing to Approved Housing Bodies, together with additional private funding, with the aim of facilitating the provision of additional housing units in support of the Government's Social Housing Strategy.
However, despite a detailed investigation of options to use the available funding in this way, including a high level of engagement with potential social housing providers and potential financiers of social housing, no new model that would, of itself, be capable of providing and/or financing social housing on an off-balance sheet basis could be identified that would be capable of utilising the €400m of Bord Gais Energy proceeds available.
Notwithstanding this, it was noted that there were aspects of some of the proposals considered that did appear to offer potential, in terms of a possible model or models that could be developed on an off-balance sheet basis. This included, in particular, a model for a potential ‘affordable rental’ scheme to provide long-term affordable residential accommodation for low to moderate income key-worker households in urban areas of high demand.
In response to this outcome, it was decided to convert the commitment from a single lump sum payment into a commitment to provide €10m per annum, indexed for inflation, over a longer period (20 years), which could be used to secure the development of a pilot affordable rental scheme as envisaged in Rebuilding Ireland. Provision was made for this €10 million in annual funding to be allocated to the Vote of the Department of Housing Planning and Local Government in 2017.
I am informed by the Department of Housing Planning and Local Government that, after further consideration and as set out in the Strategy for the Rental Sector, the commitment to develop an affordable rental model is now being progressed through kick-starting supply in rent pressure zones. Lands held by local authorities in such zones are being progressed with a view to leveraging the value of the land to deliver the optimum number of units to rent, as part of mixed-tenure developments. This is intended to allow the rental units to be made available at cost without the need for on-going rental subsidies.
Accordingly, the provision of €10 million earmarked for the affordable rental scheme has now been redirected to support additional activity under other housing programmes. Detail of the specific measures can be provided by the Minister for Housing, Planning and Local Government.
76. Deputy Tom Neville asked the Minister for Education and Skills his plans to roll out education programmes to make teenagers more aware of alcoholism; the details of the plans; and if he will make a statement on the matter. [25938/18]
Amharc ar fhreagraSchools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling. This is mainly done through the Social Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. SPHE is currently mandatory in all primary schools and in junior cycle. It also forms part of the mandatory 'Well-being' area of learning for the new junior cycle which was introduced in September 2017. Schools are also encouraged to deliver the SPHE programme in senior cycle.
Relevant topics in SPHE include student decision-making skills and safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making. In respect of safety, students’ ability to assess the consequences of risky behaviour is developed.
Current best practice guidelines for the delivery of SPHE indicate that the classroom teacher is the best placed professional to work sensitively and consistently with students and that individual themes such as Substance Misuse Prevention should not be treated in isolation but should be integrated with the other SPHE modules.
77. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the status of the review of the allocation of special teaching hours of a school (details supplied); the expected completion date for the review; and if he will make a statement on the matter. [25949/18]
Amharc ar fhreagraI wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools set out 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.
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 in the 2017/2018 school year 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 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.
Under the new allocation model, schools are provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s profile.
Schools are frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. Schools 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 now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
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 for the 2017/18 school year was 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 also 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.
Details of this review process are available at the following link.
The criteria set out that the exceptional or unforeseen circumstances must be demonstrated to be substantially beyond that which the school profile is intended to provide for, as set out in DES Circulars 0013 and 0014, to the extent that the school is clearly unable to meet the needs of the full cohort of students even when all existing resources have been fully and effectively managed and deployed.
The NCSE will review applications to establish whether the circumstances arising in the school are so exceptional that they are beyond that which could have been anticipated by the school profile and whether the schools requires additional support.
The NCSE has confirmed that they received an application from the school referred to by the Deputy, on 19th April, 2018. The NCSE are reviewing this application to establish whether it fulfils the criteria for an exceptional circumstances review and will be in contact with the school shortly to advise the outcome of this consideration.
78. Deputy Thomas Pringle asked the Minister for Education and Skills if the issue of principal release days and changes to the way they are calculated as expressed in correspondence by a school (details supplied) in County Donegal will be prioritised; if greater resources will be allocated to teachers and schools as part of budget 2019; and if he will make a statement on the matter. [25950/18]
Amharc ar fhreagraRecently published Circular - 40/2018 is available on the Department’s website, which outlines the number of days that teaching principals may take as release time in a school year in order to assist them fulfilling their principal duties. Under these arrangements my Department pays for a substitute teacher to be employed by a school to facilitate administrative functions to be undertaken by the teaching principal.
Building on measures in previous budgets to enhance school leadership, Budget 2018 made €0.4 million available to fund almost 4600 additional release days for teaching principals in primary schools. This additional funding will see an increase in the number of release days available to teaching principals in the 2018/19 school year to 17, 23 or 29 days depending on the size of the school.
Budget 2017 allowed for the commencement of restoration of middle management posts as part of an agreed distributed leadership model and meant lifting the rigidity of the longstanding moratorium on these posts at primary and post-primary levels. This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
€2.75m was allocated in Budget 2017 to restore middle management positions i.e. the equivalent of approximately 1,300 middle management posts (Assistant Principal I and Assistant Principal II) at both Primary and Post-Primary. (2,600 in total)
The selection and recruitment process is well under way in most of our primary schools and the majority of these new middle management posts will be filled in the current school year, including schools where the Principal is a "Teaching Principal".
Circular 63/2017 was issued by the Department in September 2017 which deals and sets out a leadership and management framework for posts in recognised primary schools.
While the Principal is ultimately responsible to the Board of Management for the management and leadership of the school, the Deputy Principal occupies a position of vital importance within the senior leadership team in each school. The Deputy Principal co-operates with the Principal in the fulfilment of the Principal's role and acts or deputises as the Principal in the Principal's absence.
In relation to the duties assigned to Assistant Principal posts, the Principal following consultation with staff, agree the schedule of duties as best meet the needs of the school. These duties are designed to reduce the workload of the Principal.
I recently announced an extension to the arrangements for schools with teaching principals to cluster their release days into full-time posts, with one teacher covering the release days of all the schools in the cluster. Up to 50 principal release cluster posts will be put in place for the 2018/19 school year. This measure will assist teaching principals to more effectively plan their release days for the benefit of the school.
Any additional increase in the number of release days will be considered as part of the next annual budgetary process alongside the many other demands from the education sector.
79. Deputy Michael McGrath asked the Minister for Education and Skills when funding will be provided to a school (details supplied) in County Cork for an essential maintenance project; and if he will make a statement on the matter. [25954/18]
Amharc ar fhreagraI wish to advise the Deputy that the funding mechanism for the works referred to is my Department; Summer Works Scheme (SWS). The SWS is a multi-annual Scheme. Over 1,650 schools, nearly 50% of schools, applied for inclusion under the current round of the scheme which reflects a very high demand.
To date, almost €80 million has been approved under the current round of the Scheme, in respect of 635 school projects, 464 primary and 171 post-primary schools, for Gas, electrical upgrades, mechanical, sanitation and roof improvement works.. Details of the successful school applicants, are published on the Department's website www.education.ie .
In relation to the Summer Works Scheme 2018, over €25 million will be spent on summer works projects in 2018. This expenditure will enable the remaining approved improvement works for 178 schools nationwide to be completed. These works will be carried out by the schools themselves on a devolved basis mainly over the summer months, so the disruption to students, teachers and other school staff will be kept to a minimum.
Furthermore, the Department intends to engage with the relevant education partners in relation to giving schools a better lead-in period for planning and delivering projects under the SWS from 2019 onwards. While the SWS is hugely successful in enabling small scale refurbishment works to be done on a devolved basis, the Department considers that the operation of the scheme could be improved by providing a better lead-in period for schools rather than in Quarter 2 as in previous years. This will also help ensure that works done under the SWS fit better with any wider refurbishment/energy retrofit plans that may be done at schools under the increased funding provided in the National Development Plan. The engagement with education partners will commence shortly and will assist in developing a better timeline for the planning and delivery of summer works projects for 2019 onwards.
Alternatively, the school may use their minor works grant, which all primary schools received last December, to carry out works in full or on a phased basis, as that grant permits, if the school considers the works to be a priority.
80. Deputy Micheál Martin asked the Minister for Education and Skills the number of FOI requests his Department has received since January 2018; the number that were appealed, refused and granted, respectively; the costs that were applied; and if he will make a statement on the matter. [25961/18]
Amharc ar fhreagraThe following table gives details of the number FOI requests received by my Department since January 2018. The table includes the number that were appealed, refused and granted, respectively and the costs that were applied.
Freedom of Information requests - 1 January 2018 - 11 June 2018
|
Requests |
Appeal - Internal Review (IR) |
Internal Review - Fees Charged |
Appeal - Office of the Information Commissioner (OIC) |
|||||||
|
Year |
Total Received (Year to Date)* |
Granted |
Part-Granted |
Request Transferred |
Request withdrawn or handled outside of FOI |
Refused |
Current FOI on Hand |
Total |
Total |
Total |
|
2018 |
289 |
34 |
54 |
9 |
89 |
41 |
62 |
9 |
€210 |
1 |
Note:
- Total FOIs 2018 to date includes 34 live FOIs carried over from 2017
- Of the 9 appealed for internal review, 8 were upheld, 1 partially overturned
- The Appeal to the Information Commissioner is yet to be considered.
81. Deputy Róisín Shortall asked the Minister for Education and Skills the reasoning whereby children need to be reassessed for special needs assistant, SNA, support upon commencement of post-primary school with reference to circular 0030/2014, in a situation in which children have been approved for SNA support in 4th, 5th or 6th class and reassessment of the support is to be carried out on a three-year basis; and if he will make a statement on the matter. [25992/18]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
Circular 0030/2014 outlines that the care needs that a pupil has may change over time and that many children will naturally have diminishing care needs as they get older, and as they develop both physically and socially. In this regard, SNA allocations (excluding SERC recommended ratios of SNA support in special schools and classes) made from September 2014 are made initially for a maximum period of three years, subject to annual review, and subject to a full reassessment of their care needs at the end of the three year period.
When considering applications for SNA support from post-primary schools the NCSE will take in to account the importance of the requirement to allocate necessary care supports with the right of a child to acquire personal independence skills. SNA support will be provided to post-primary schools when required, however, continued and ongoing access to SNA support is generally not desirable for post-primary students, unless absolutely essential, as it can impede their independence and socialisation needs at an important developmental stage of their life.
While the provision of SNA support for post-primary schools may have additional considerations, my Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
82. Deputy Peadar Tóibín asked the Minister for Education and Skills the criteria by which the schools reconfiguration for diversity process will assess the demand for school patronage; and the criteria by which the demand for Gaelscoileanna will be assessed. [26000/18]
Amharc ar fhreagraAs the Deputy will be aware, in January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment of reaching 400 such schools by 2030.
The Schools Reconfiguration for Diversity process involves the Education and Training Boards (ETBs) in the initial phase, as the State’s local education authorities, identifying areas where there is likely to be demand for greater diversity of school patronage and working with local City/County Childcare Committees to establish evidence of this demand among the cohort of pre-school parents.
As part of this process, surveys of the parents of pre-school children commenced from 24th May 2018 in 16 areas across the country.
ETBs will analyse the survey results and determine the extent of demand for multi-denominational or non-denominational education in each area, including the demand for a multi- or non-denominational Gaelscoil. This will form the basis of discussions with the majority patron (the Catholic Bishop in most cases) concerning the transfer of patronage of an existing school to meet that demand. Each ETB will then draw up a comprehensive report on the position in relation to each of the 16 pilot areas for submission to the Department of Education and Skills, which will subsequently publish the reports.
It is planned that, following the publication of the reports, the Schools Reconfiguration for Diversity process will move into the Implementation Phase, involving existing patrons consulting with their local school communities on accommodating the demand for diversity by transferring patronage of an existing school to a new multi-/non-denominational patron.
The new process supporting transfers of schools to multi-denominational patrons in response to the wishes of local families is based around principles of transparency and cooperation. Therefore, there will be a very substantial level of consultation of local communities in the process, both with the ETBs in the initial phase to establish evidence of demand by consulting pre-school parents and subsequently through the requirement for the existing patron to consult with local community and school interests in proposing to transfer patronage of an existing school to an alternative patron body, in either language medium. In that process, proposals from all prospective multi-denominational patrons that wish to be considered will be taken into account.
83. Deputy Seán Haughey asked the Minister for Education and Skills if the Seán Lemass Awards for Enterprise have been discontinued; the reason for same; and if he will make a statement on the matter. [26001/18]
Amharc ar fhreagraThe Seán Lemass Awards for Enterprise were awarded to young people who had won other enterprise competitions, including the Transition Year ‘Get up and Go’ competition organised by my Department and the ‘Student Enterprise’ competition organised by the Local Enterprise Offices. The awards were last presented in 2014. The awards commemorated the role of former Taoiseach Sean Lemass in promoting Ireland's industry and developing its infrastructure.
As part of my Department’s Action Plan for Education, a new Entrepreneurship Education Policy Statement will be published. This Policy Statement will inform the development of new Entrepreneurship Education Guidelines for Schools to support the delivery of Entrepreneurial Education and experiential learning opportunities. It is proposed in this context that a new overarching National Entrepreneurial Award for primary and post-primary schools will be established, encompassing a broader range of competition areas than at present.
84. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of the provision of additional accommodation for a school (details supplied) for the 185 newly enrolled students due to attend there on 28 August 2018; the provision sanctioned for the school to meet the additional enrolment; the timeframe for its delivery in order that the school will have the necessary accommodation for August 2018; and if he will make a statement on the matter. [26014/18]
Amharc ar fhreagraI can confirm that approval in principle for temporary accommodation at the school referred to by the Deputy was granted to meet the school most immediate accommodation requirements.
In addition my Department has approved the provision of additional permanent accommodation to address a deficit in general classroom provision.
The relevant ETB has been advised of the position in each respect.
85. Deputy Maurice Quinlivan asked the Minister for Education and Skills the budget allocation for 2018, 2019 and 2020 for apprenticeships; the way in which the funds will be spent; and if he will make a statement on the matter. [26033/18]
Amharc ar fhreagra86. Deputy Maurice Quinlivan asked the Minister for Education and Skills the approximate cost of training an apprentice per annum; and if he will make a statement on the matter. [26034/18]
Amharc ar fhreagraI propose to take Questions Nos. 85 and 86 together. In 2018, €122m has been allocated for apprenticeship training which represents an increase of almost 24% on the 2017 allocation of €98.7m. This will allow for the delivery of 10 new apprenticeship programmes and 6,197 new apprentice registrations as set out in the Action Plan to Expand Apprenticeship and Traineeship 2016-2020. Future years' allocations will be determined through the normal budgetary process which takes account of competing demands and the overall availability of resources.
It is estimated that the cost of training an apprentice in one of the existing craft apprenticeships is approximately €6,700 per annum and the cost of training an apprentice in one of the new consortia led apprenticeships is approximately €5,100 per annum. However, as part of the 2019 estimates process my Department is currently reviewing the per capita costing for both craft based and consortia led apprenticeships. This exercise involves collecting detailed data from both SOLAS and the Higher Education Authority and, when completed, will provide a more accurate base from which future funding requirements can be established to meet the targets set out in our Apprenticeship Action Plan.
87. Deputy Maurice Quinlivan asked the Minister for Education and Skills if the €8 million in funding for institutes of technology to support apprenticeships announced on 11 June 2018 is new additional funding or part of the previously announced apprenticeship budget; and if he will make a statement on the matter. [26035/18]
Amharc ar fhreagraOn 11 June I announced the allocation €8 million in Exchequer capital funding to Institutes of Technology for the purchase of equipment and enabling works for apprenticeship training. This allocation is separate and additional to the €122 million in current funding for apprenticeship allocated in 2018 from the National Training Fund.
88. Deputy Éamon Ó Cuív asked the Minister for Education and Skills when a reply will issue to correspondence from a person (details supplied); the reason it has taken over two months to reply to same; and if he will make a statement on the matter. [26059/18]
Amharc ar fhreagraThe issue referred to by the Deputy refers to reasonable accommodation for an employee with a disability. The Employment Equality Acts require employers to take reasonable steps to accommodate the needs of employees and prospective employees with disabilities. Reasonable accommodation typically involves some modification to the tasks/structure of a job or workplace environment, which would enable such an employee to fully perform their work role and enjoy equal employment opportunities. However, employers are not obliged to provide special treatment or facilities if the cost of doing so is excessive or disproportionate.
Under Section 24 of the Education Act, 1998 (as amended by the Education (Amendment Act, 2012) the Board of Management is the employer. The Board of Management should therefore explore in conjunction with the employee, the appropriate School Management Body and the Occupational Health Service any appropriate enabling options.
In response to the school’s correspondence of 23/3/2018 my Department wrote to the school on 20/4/2018 advising the Principal in relation to the obligations of employers as outlined above.
89. Deputy Paul Kehoe asked the Minister for Education and Skills the checks in place to verify the validity of marking of leaving certificate test papers; and if he will make a statement on the matter. [26064/18]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
90. Deputy Joan Burton asked the Minister for Education and Skills his views on a review of the proposed allocation of special needs assistant, SNA, support to a school (details supplied) in view of the enrolments proposed for September 2018; and if he will make a statement on the matter. [26070/18]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the 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.
In considering applications for SNA supports for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. In line with this policy, I announced last month that 800 additional SNAs will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.
Where a school has received its allocation of SNA support for 2018/19, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.
As this question relates to a particular school I have referred the question to the NCSE for their direct reply.
91. Deputy Joan Burton asked the Minister for Education and Skills his views on a review of the proposed allocation of special needs assistant, SNA, support to a school (details supplied) in view of new enrolments proposed for September 2018; and if he will make a statement on the matter. [26071/18]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the 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.
In considering applications for SNA supports for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. In line with this policy, I announced last month that 800 additional SNAs will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.
Where a school has received its allocation of SNA support for 2018/19, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.
As this question relates to a particular school I have referred the question to the NCSE for their direct reply.
92. Deputy Joan Burton asked the Minister for Education and Skills the steps he is taking to ensure that the school building projects affected by the collapse of a contractor (details supplied) will be completed in time for the new school year; the responsibility a company has in respect of the completion and delivery of these projects; and if he will make a statement on the matter. [26077/18]
Amharc ar fhreagra93. Deputy Joan Burton asked the Minister for Education and Skills the progress he has made in handing over the completion of the bundle of school building projects caused by the collapse of a company (details supplied) to another contractor; and if he will make a statement on the matter. [26079/18]
Amharc ar fhreagraI propose to take Questions Nos. 92 and 93 together. The Schools Bundle 5 PPP Project encompasses five school buildings and one further education college across four sites in Bray, Wexford, Carlow and Kells. Following the liquidation of Carillion Construction Ltd, a tender process to identify a replacement contractor for the completion of the buildings is currently at an advanced stage.
The arrangements to put in place a replacement contractor are being managed by the Dutch Infrastructure Fund (DIF), which represents the PPP company, and the Project Funders, in close consultation with the National Development Finance Agency (NDFA) and the Department of Education and Skills. The Project Funders have indicated that the pathway forward to completion of the schools will become clearer within the next week or so. The school authorities are being advised of developments on a regular basis.
It is still the case that the schools which are closest to completion remain best positioned to be finished for September and all efforts are being made to achieve this. The Department is also working with the school authorities on any necessary contingency arrangements for September.
94. Deputy Joan Burton asked the Minister for Education and Skills his plans to create management structures to complete the school building projects affected by the collapse of companies (details supplied); and if he will make a statement on the matter. [26081/18]
Amharc ar fhreagraThe Schools Bundle 5 PPP Project encompasses five school buildings and one further education college across four sites in Bray, Wexford, Carlow and Kells. Following the liquidation of Carillion Construction Ltd, a tender process to identify a replacement contractor for the completion of the buildings is currently at an advanced stage.
The arrangements to put in place a replacement contractor are being managed by the Dutch Infrastructure Fund (DIF), which represents the PPP company, and the Project Funders, in close consultation with the National Development Finance Agency (NDFA) and the Department of Education and Skills. The Project Funders have indicated that the pathway forward to completion of the schools will become clearer within the next week or so.
95. Deputy Paul Kehoe asked the Minister for Education and Skills if compensation is available for a student (details supplied); and if he will make a statement on the matter. [26125/18]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
96. Deputy Willie Penrose asked the Minister for Education and Skills further to Parliamentary Question No. 227 of 24 April 2018, the steps he will take to address the points raised in correspondence (details supplied); and if he will make a statement on the matter. [26138/18]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
97. Deputy Róisín Shortall asked the Minister for Justice and Equality if his attention has been drawn to reports in the media (details supplied) of a recent Garda audit which uncovered that An Garda Síochána had failed to pursue cases against up to 7,000 juveniles; the steps he is taking to ensure age-appropriate interventions take place in cases in which a child becomes involved in crime; and if he will make a statement on the matter. [26010/18]
Amharc ar fhreagra109. Deputy Róisín Shortall asked the Minister for Justice and Equality if he will report on the recent Garda audit of crimes committed by children and teenagers as reported in the media (details supplied); the reason meaningful action was not taken in up to 7,000 cases; the steps he is taking to address this issue; the details of the 21,000 offences by nature of the offence; and if he will make a statement on the matter. [26009/18]
Amharc ar fhreagraI propose to take Questions Nos. 97 and 109 together.
I am of course aware of the recent media coverage of this matter and, in response to previous questions in this House, I have already provided details of actions that are in train in this regard.
As the Deputy is aware, a number of issues which impact on the effective administration of the Garda Diversion Programme were identified following the completion, in June 2017, of an examination by the Garda Professional Services Unit (GPSU). The Garda authorities subsequently initiated a comprehensive review of all youth referrals between 2010 and 2017 and a Review Team was tasked with coordinating this work, which covers all of the 28 Garda Divisions.
I can assure the Deputy of my concern that these issues are thoroughly addressed. These matters have also been highlighted in correspondence from Minister Flanagan to the Policing Authority, in the context of their oversight role of An Garda Síochána, and the Deputy will be aware that the Policing Authority have indicated their intention to engage further with the Garda authorities in this matter. In addition, the Acting Commissioner has been requested to ensure that the present Review is completed as soon as possible, and my Department has recently sought a further update on the progress of the review from the Garda authorities, which is awaited.
The Garda Youth Diversion Programme is an essential part of Government strategy to help tackle youth crime, and it is very important that it operates effectively. The operation of the Programme by An Garda Síochána is strongly supported by a nationwide network of 105 Garda Youth Diversion Projects (GYDPs), which are funded by my Department and operated by community-based organisations.
My Department is currently engaged in a wide-ranging consultation process to support the development of GYDP services over the next few years. This process is helping to distil key issues to be addressed in expanding and enhancing the provision of GYDP services, including in relation to age-appropriate interventions. Of particular importance in this regard will be the preservation of strong links with the local community and encouraging the provision of an integrated service by working in partnership with all relevant service providers, with the overarching objective of ensuring that appropriate GYDP services are available to all children who could benefit, regardless of where they live in the State. In addition, a renewed emphasis on preventative work and on use of mentoring approaches will be key in ensuring age-appropriate responses to the needs of individual children.
98. Deputy John McGuinness asked the Minister for Justice and Equality the number of fatalities recorded for hit-and-run road traffic accidents which occurred in the Mallow Garda district during the period 1985 to 2017. [26108/18]
Amharc ar fhreagra99. Deputy John McGuinness asked the Minister for Justice and Equality the individual breakdown of the hit-and-run accident fatalities in each Garda subdistrict in each of the years 1985 to 2017. [26109/18]
Amharc ar fhreagra100. Deputy John McGuinness asked the Minister for Justice and Equality the number of two or more fatalities for each hit-and-run accident in each of the years 1985 to 2017 for each Garda subdistrict. [26110/18]
Amharc ar fhreagra102. Deputy John McGuinness asked the Minister for Justice and Equality the number of fatal hit-and-run accidents that remain outstanding and unsearched in terms of no persons being brought before the courts in each of the Garda subdistricts concerned in each of the years 1985 to 2017. [26112/18]
Amharc ar fhreagraI propose to take Questions Nos. 98 to 100, inclusive, and 102 together.
I have requested a report from An Garda Síochána in relation to the statistics sought by the Deputy and I will be in contact with the Deputy directly on receipt of this report.
