Written Answers Nos. 189-204
189. Deputy Bobby Aylward asked the Minister for Education and Skills the status of an application by a school (details supplied) for a permanent extension; and if he will make a statement on the matter. [32292/18]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was approved in February of this year to enable the school in question to build two SET classrooms.
The project has been devolved for delivery to the school authority.
The school has requested an extension of time for the commencement of the project until March 2019 and this has been agreed by my Department.
190. Deputy Bobby Aylward asked the Minister for Education and Skills the status of an application by a school (details supplied) for additional school accommodation due to a growth in roll numbers; if funding will be granted for the installation and rental of two prefabricated buildings to accommodate two extra classes from 1 September 2018 for the 2018/2019 academic year until a permanent solution is agreed; and if he will make a statement on the matter. [32293/18]
Amharc ar fhreagraI wish to advise the Deputy that my Department has approved temporary accommodation to the school in question to address its immediate accommodation needs. My Department has also approved grant for permanent accommodation and the school has been advised accordingly.
191. Deputy Lisa Chambers asked the Minister for Education and Skills if an assessment of the skills that may be required in the short to medium term in the context of Brexit has been carried out; if so, if the areas in which there may be potential skills shortages have been identified; if so, the areas in which skills shortages are foreseen; the specific actions that are being taken to mitigate against such shortages; and if he will make a statement on the matter. [32300/18]
Amharc ar fhreagraThe Expert Group on Future Skills Needs (EGFSN) has recently published a report ‘Addressing the Skills Needs Arising from the Potential Trade Implications of Brexit.’ As Minister for Education and Skills, as well as Chair of the National Skills Council, I welcome this report as a important contribution to the Government’s preparations for Brexit. The report identifies and, through its recommendations, seeks to address the skills needs for the Irish enterprise base arising from the potential trade implications of Brexit. Its focus is mainly on those skillsets associated with the facilitation of trade across international borders, and its diversification into and from new markets. i.e. international management, sales, marketing, customer service/support, design and development, foreign languages and cultural awareness; and skills associated with the facilitation of goods trade across international borders i.e. customs clearance, supply chain management, logistics, at both enterprise level, and in the wider Freight Transport, Distribution and Logistics sector.
Informed by the findings of this study, my Department will ensure that education and training providers and agencies, work closely with industry to ensure that provision at Further Education and Higher Education levels responds appropriately to the skills needs identified in this report.
192. Deputy Dessie Ellis asked the Minister for Education and Skills if consideration is being given to the creation of a DEIS+ band within the national DEIS programme to take account of the special requirements and unique complexities for certain schools (details supplied); and if he will make a statement on the matter. [32302/18]
Amharc ar fhreagraTackling educational disadvantage is a key priority for my Department. In order to achieve its vision for education to become a proven pathway to better opportunities for those in communities at risk of disadvantage and social exclusion, my Department has set the implementation of a renewed DEIS (Delivering Equality of Opportunity in Schools) programme as one of its key priorities.
Evaluations of DEIS to date have shown an overall improvement in educational outcomes in DEIS schools. DEIS Plan 2017 aims to build on what has already been achieved by schools who have benefitted from the additional supports available under the initial DEIS programme introduced in 2005.
While the allocation of additional teaching resources to DEIS Urban Band 1 schools, including the school in question, has served to improve learning outcomes, a gap still remained between DEIS and non-DEIS schools in terms of educational outcomes. Under DEIS Plan 2017, there is a commitment to carry out an evaluation of the level of teaching resources for schools participating in the School Support Programme. My Department established a Working Group to examine Class Size in late 2017.
To date there have been two meetings of this Group and work is underway on examining the various issues that arise in terms of determining optimum class size in DEIS Primary schools. The Group consists of representatives from the Educational Research Centre (ERC), the Education Partners and representatives from the relevant business units in my Department. It is intended that a short report will be prepared by the Working group which will be referred to the Advisory Group for consideration.
My Department’s Circulars govern staffing arrangements in all schools and are available on my Department’s website.
In addition my Department’s Circular 0013/2017 for primary schools set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the previous generalised allocation model combined with 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.
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.
The new allocation model takes account of the schools educational profile and includes a baseline component for every mainstream school to support inclusion. The profile also takes account of the number of students with complex special educational needs, the percentages of students performing below a certain threshold on standardised tests, and account of the social context of a school, including gender and educational disadvantage.
The NCSE Working Group, which recommended the new allocation model, advised that a school's social context can contribute strongly to the level of learning needs that students have in a school, as the socioeconomic status of students is linked to the incidence of certain types of special educational needs.
Some areas of special educational needs may be reflected in low test scores, while some students with relatively high levels of educational achievement may have emotional and behavioural difficulties. The profiled allocation for schools therefore contains provision to take account of social context, in addition to the other elements of the overall allocation.
Under the new special education teaching allocation model, the school referred to in this question, which also participated in the pilot of the new model, received an additional allocation of 47.5 hours, based on its school profile. This increased the allocation for the school from 77.50 hours to 125 hours. This additional allocation took account of the needs indicated by the profile of the school. It represents a very significant increase of almost 2 additional teachers to the school, to bring the total number of special education teachers in the schools to 5 additional teaching posts.
193. Deputy Michael Healy-Rae asked the Minister for Education and Skills the funding available for heating facilities in schools (details supplied); and if he will make a statement on the matter. [32304/18]
Amharc ar fhreagraFunding for primary and post-primary schools is dealt with on a per capita basis. The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc., and the ancillary services grant to cater for the cost of employing services staff.
Schools are permitted to regard the capitation and ancillary grant as a combined grant.
The following are links to the most recent circulars published on my Department's website in relation to capitation and ancillary grants:
Primary Schools
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0078_2017.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0028_2016.pdf
Voluntary Secondary Schools
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0029_2016.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0079_2017.pdf.
194. Deputy Gerry Adams asked the Minister for Education and Skills if his attention has been drawn to the case of a child (details supplied) who was been out of school since October 2017; and the steps being taken to facilitate the child's return to school. [32316/18]
Amharc ar fhreagraIt is the policy of the Department that all children with Special Educational Needs can have access to an education appropriate to their needs, preferably in recognised school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
Others may have such complex needs that they are best placed in a special school.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The local SENOs are available to advise parents in relation to supports which may be available to support children with special educational needs. The local SENO contact details are available on www.ncse.ie.
Where students with Special Educational Needs experience difficulties, the first course of action is engagement with first level services provided by the Department of Education and Skills (National Educational Psychological Service, Special Education Support Service, National Behavioural Support Service, National Council for Special Education) and Health Services Executive (HSE)/ HSE funded services.
If a parent of a student feels that a student is currently experiencing continuing difficulties they should request through their school a multi-disciplinary school based review involving NEPS, the local SENO and other relevant professionals.
As the matter raised by the Deputy refers to a particular child, I have arranged for the Deputy's question to be forwarded to the National Council for Special Education for their attention and direct reply.
195. Deputy Michael Healy-Rae asked the Minister for Education and Skills if the case of a child (details supplied) who has been refused the Disability Access Route to Education, DARE, will be examined; and if he will make a statement on the matter. [32370/18]
Amharc ar fhreagraThe Disability Access Route to Education (DARE) offers places at reduced points to school leavers with disabilities who are under 23. Admissions under the DARE scheme is regulated by the institutions themselves and not by my Department. Each higher institution determines its own admission policy in relation to DARE, the number of places they reserve for DARE and the allocation of those places.
DARE policy and criteria is co-ordinated in the Irish University Association (IUA) for the participating HEIs (www.iua.ie). The operational management of DARE is carried out by the CAO on behalf of the participating institutions (www.cao.ie).
196. Deputy Robert Troy asked the Minister for Education and Skills the status of an application by a school (details supplied). [32383/18]
Amharc ar fhreagraThe tender process for the pre-qualification of suitable contractors for the project to which the Deputy refers has been completed. In addition, the research and design stages of the project are substantially complete as is the tender documentation and pre-tender cost estimates.
The project is now on target to go to tender later this month among the pre-qualified contractors with the intention of construction commencing later this year.
197. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by a school (details supplied). [32390/18]
Amharc ar fhreagraBoth schools to which the Deputy refers are included in my Departments 6 year construction programme and are scheduled therein to go to construction in 2019-2021. The schools' building projects are currently at tender stage. Tenders were invited on 31 May 2018 and the tender return date is 16 August 2018. The appointment of a contractor following the tender competition is expected in Quarter 4 of 2018.
198. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by a school (details supplied). [32391/18]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included on my Department's 6 Year Construction Programme.
I wish to inform the Deputy that the project is progressing to the architectural planning stage and is expected to be delivered by an external agency to my Department. The school is aware of the position. Arrangements are currently being made in this regard and my Department will be in further contact with the school when these arrangements have been finalised.
199. Deputy Robert Troy asked the Minister for Education and Skills if an application for additional accommodation at a school (details supplied) will be granted. [32392/18]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was recently approved to enable the school in question to build a SET room.
The project has been devolved for delivery to the school authority. The next stage is for the school to appoint a consultant to lead the project though the design and delivery phases.
200. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by a school (details supplied). [32393/18]
Amharc ar fhreagraThe building project referred to by the Deputy is for a new 650 pupil Post Primary school on a Greenfield site.
The project is currently at Stage 2A of Architectural Planning which includes developing the Design to a stage where it is fully cost planned and can be prepared to lodge for Statutory Approval.
A Stage 2A meeting was held on June 28 2018 and the Design Team is required to follow up with an addendum submission. The project was authorised to proceed with the application for planning and statutory consent. Outline planning permission was secured as part of the Stage 2A process.
201. Deputy Robert Troy asked the Minister for Education and Skills when the new building for a school (details supplied) will be ready. [32394/18]
Amharc ar fhreagraAs the Deputy may be aware, the project to which he refers is being delivered on my Department's behalf by school’s local authority. The local authority recently notified officials that the project is currently some 6 to 8 weeks behind schedule and that a recent works programme provided by the Contractor indicated a completion date in 2019.
My Department instructed the local authority to inform the contractor that it expects a programme of works that sees the project completed well before the end of 2018. A revised programme to reflect this requirement is awaited. The local authority and its Design Team, with the support of my Department, will persist in pursuing the contractor for as speedy a delivery of this project as possible.
My Department understands that the local authority is keeping the school informed of developments and this will continue to be the case.
202. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by a school (details supplied). [32395/18]
Amharc ar fhreagraI can confirm to the Deputy that the school in question submitted an application for additional accommodation.
The application will be considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
203. Deputy Niall Collins asked the Minister for Justice and Equality the position regarding the European Union's migration policy; the latest developments in this regard; and if he will make a statement on the matter. [31904/18]
Amharc ar fhreagraIn its conclusions of 28 June the European Council, following a meeting which was attended by the Taoiseach, reconfirmed that a functioning EU policy on migration relies on a comprehensive approach to migration which combines effective controls of the EU's external borders, increased external action as well as the internal aspects of migration.
In order to break the business model of the smugglers and prevent loss of life at sea, the Council agreed that a new approach is required in relation to those who are saved in Search and Rescue operations. In this regard, the European Council called on the Council and the Commission to explore the concept of regional disembarkation platforms, in cooperation with third countries as well as UNHCR and the International Organisation for Migration (IOM). Furthermore, the European Council agreed to set up 'controlled centres' in willing Member States to allow for rapid processing to distinguish between irregular migrants and those in need of international protection.
These measures are at the very early stages of development. I and my officials will play an active role in any discussions on their development and the Council itself confirmed in its Conclusions that any centres established must operate in full compliance with international law.
The European Council also called on Member States to contribute further to the EU Trust Fund for Africa. In this regard, Ireland has pledged a further €9 million to the Fund in addition to the €6 million already pledged bringing Ireland's total contribution to the Fund to €15 million. This is the third highest level per capita of any EU Member State.
204. Deputy Niall Collins asked the Minister for Justice and Equality the number of the up to 200 children Ireland agreed to take from the now dismantled Calais camp that have arrived and settled here; and if he will make a statement on the matter. [31905/18]
Amharc ar fhreagraIn a gesture of humanitarian assistance towards some of the most vulnerable caught up in the migration crisis, the Dáil, in November 2016, passed an all-party motion committing Ireland to taking up to 200 unaccompanied minors from France who were previously resident in the migrant camp at Calais under the Irish Refugee Protection Programme.
Following the adoption of the all-party motion, my colleague the Minister for Children and Youth Affairs established the Calais Special Project within Tusla (The Child and Family Agency). The project was led operationally by their Separated Children Seeking Asylum team.
Following 13 Tusla missions to France, a total of 41 young people ultimately expressed an interest and were assessed as suitable to come to Ireland under the programme. No child who expressed an interest in coming to Ireland was refused admission. They have all arrived in Ireland and have been provided with the appropriate supports. Three of these minors were reunited with family already here in Ireland and the remaining children were placed in the care of Tusla. All of the young people who arrived in Ireland under the programme have been given Programme Refugee status by my Department.
Consequently, the Calais Special Project has now been completed by Tusla and there will be no further placements in Ireland of young people from the now dismantled Calais camp.
