Kathleen Funchion
Ceist:520. Deputy Kathleen Funchion asked the Minister for Education and Skills the average annual cost of a school in the delivering equality of opportunity in schools, DEIS, programme. [33374/18]
Amharc ar fhreagraDEIS Expenditure
Ceisteanna (520)
Freagraí scríofa
The Deputy will be aware that my Department provides a wide range of resources and supports to DEIS schools each year. Such resources include additional teaching posts, grants, curriculum supports, priority access to Continuing Professional Development, etc. The full list is available on my Department's website www.education.ie at the following link: https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/deis-supports-to-deis-schools-effective-from-2017-2018-school-year.pdf.
Details of DEIS related expenditure by my Department and other Departments, together with the number of schools in the programme is a matter of public record and can be accessed at https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Expenditure.pdf.
I wish to advise the Deputy that it is not possible to accurately calculate the average cost of a school in the DEIS Programme. This is due to the fact that the level of resources provided to DEIS schools is dependent on their level of disadvantage as well as their overall enrolment. As referenced above, the full list of supports is available on my Departments website.
Education and Training Boards
Ceisteanna (521)
Catherine Murphy
Ceist:521. Deputy Catherine Murphy asked the Minister for Education and Skills if he has received a final report from a person (details supplied) regarding issues at Kildare Wicklow Education and Training Board, ETB; if he will publish the final report; the actions or directions he is considering as a result of the report findings; and if he will make a statement on the matter. [33395/18]
Amharc ar fhreagraFreagraí scríofa
I have recently received the final report in relation to Kildare and Wicklow Education and Training Board.
The report follows an investigation under Section 40 of the Education and Training Boards Act 2013. I now intend to complete the statutory process under Section 41 of the Act, whereby, inter alia, on consideration of the report I may give a direction in writing to the ETB.
It is my intention, once I have had an opportunity to fully consider the report, to arrange for its publication.
Schools Building Projects Status
Ceisteanna (522)
Robert Troy
Ceist:522. Deputy Robert Troy asked the Minister for Education and Skills the status of an application for large scale funding under the school building programme by a school (details supplied); the reason this application has been ongoing for so long; and the steps he will take to have same addressed. [33418/18]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware that a building project for the school in question is included in my Department's 6 year Construction Programme.
Preparatory work has been initiated to develop the accommodation brief for the project and my Department will continue to liaise directly with the school authority concerned in the context of progressing the project through the architectural planning process.
Schools Building Projects Status
Ceisteanna (523)
Eoin Ó Broin
Ceist:523. Deputy Eoin Ó Broin asked the Minister for Education and Skills the reason a commitment from his Department to provide a schedule of accommodation for the new school building at a school (details supplied) in May 2018 was not met; when this schedule will be provided; and if he will make a statement on the matter. [33422/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, a building project for the school to which he refers is included in my Department's 6 Year Construction Programme.
I wish to advise the Deputy that a schedule of accommodation, for the purposes of the school's project brief, is currently being prepared and my Department will be in contact with the school authorities in this regard shortly. My Department is committed to advancing the building project for the school into the architectural planning process.
School Accommodation
Ceisteanna (524)
Mary Butler
Ceist:524. Deputy Mary Butler asked the Minister for Education and Skills the position regarding accommodation for students at a school (details supplied); the plans being put in place for temporary accommodation for school year 2018 to 2019; the proposed location of the temporary accommodation; and if he will make a statement on the matter. [33446/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, delivery of additional temporary accommodation for the school to which the Deputy refers, is devolved to the school's patron body. I understand that a consultant has been appointed by the patron and is currently preparing the necessary applications for statutory consents along with tendering for interim accommodation.
National Educational Psychological Service
Ceisteanna (525)
Fiona O'Loughlin
Ceist:525. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of the case of a person (details supplied). [33458/18]
Amharc ar fhreagraFreagraí scríofa
I can inform the Deputy that my Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools involving direct access to a NEPS psychologist for responses to queries arising, access to support and development work to build school capacity to support students, direct support in the event of a critical incident and access to individual pupil casework input via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
Should the parents of the child, the subject of the Deputy’s question, have specific concerns about her educational progress they should, in the first instance, speak to the Principal of the school concerned, with a view to raising these concerns with the local NEPS service.
I hope this clarifies the matter for the Deputy.
Residential Institutions Statutory Fund
Ceisteanna (526)
Catherine Connolly
Ceist:526. Deputy Catherine Connolly asked the Minister for Education and Skills his views on the observation in a report (details supplied) by the Comptroller and Auditor General that weaknesses in control over grant payments by the board of Caranua continued in 2016; the number of instances in which grant expenditure was not or may not have been used for the purposes intended; and if he will make a statement on the matter. [33460/18]
Amharc ar fhreagraFreagraí scríofa
Caranua is an independent statutory body established under the Residential Institutions Statutory Fund Act 2012. That legislation sets out the governance and oversight arrangements for Caranua and assigns various responsibilities to the Board and executive of Caranua and to the Minister for Education and Skills. The Code of Practice for the Governance of State Bodies sets out the specific responsibility of the Board for ensuring that effective systems of internal controls are instituted and implemented and the requirement that the Board review the effectiveness of these systems annually. The role of my Department under the Code is to ensure that Caranua has robust and effective governance arrangements in place across a range of relevant areas. The respective responsibilities of Caranua and my Department are set out in a Performance Delivery Agreement and regular meetings take place between my officials and Caranua to discuss the range of issues referred to in that Performance Delivery Agreement.
The 2016 financial statements of Caranua were received by my Department on 14 June last and were laid before the Houses of the Oireachtas on 13 July in fulfilment of the requirement set down in section 31 of the Residential Institutions Statutory Fund Act 2012. The Comptroller and Auditor General’s certificate to these financial statements noted the Comptroller’s opinion that the statements gave a true and fair view of the assets, liabilities and financial position of Caranua at 31 December 2016 and that the audit evidence obtained was sufficient and appropriate to provide a basis for his opinion. The Comptroller drew attention to the Board’s Statement on Internal Financial Control, which forms part of the financial statements, which disclosed that weaknesses in the Board’s control over grant payments continued in 2016 and noted that this created a risk that in some cases grant expenditure might not have been used for the purpose intended. The Comptroller also noted that the Statement on Internal Financial Control set out the steps being taken by the Board to resolve the specific weaknesses identified. That Statement also reported on the key control procedures within the organisation while also noting that a number of steps have been taken at organisational level to address the control weakness identified in previous years. Ensuring that an appropriate internal financial control framework is in place is a specific responsibility of the Board and I am satisfied that it is taking appropriate measures in that regard.
Special Educational Needs Service Provision
Ceisteanna (527)
Thomas P. Broughan
Ceist:527. Deputy Thomas P. Broughan asked the Minister for Education and Skills his plans to provide funding for key contacts and support persons for students with disabilities; the measures he is taking to assist students with disabilities in completing their education; the cost of same; and if he will make a statement on the matter. [33542/18]
Amharc ar fhreagraFreagraí scríofa
Ensuring that children with special educational needs are supported and given the opportunity to reach their full potential is a key priority for this government.
My Department's policy aims to ensure that all children with Special Educational Needs can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
All state-funded primary and post primary schools have been allocated additional resources to provide for children with special educational needs enrolled in school.
In 2018, almost €1.8 billion will be invested in Special Education, nearly one fifth of the overall Education budget, and up 43% since 2011.
The National Council for Special Education (NCSE), which is a separate statutory agency, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. The NCSE operates within my Department's criteria in allocating such support.
All students with learning difficulties have access to additional teaching support in school. It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with the Department's guidance. The teaching time afforded to each individual pupil is decided and managed by schools, taking into account each child's individual learning needs.
13,400 Special Education teaching posts are available in mainstream primary and post primary schools. This figure includes an additional 900 teaching posts which were provided to support the introduction of the model for allocating Special Education Teaching Resources to mainstream primary and post primary schools from September 2017.
This model provides a single unified allocation for special educational support teaching needs to each school, based on a school’s educational profile. This allocation allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
The Special Education Teaching allocation model gives greater flexibility to schools in relation to the manner in which they use their resources. Schools may deploy special education teachers in a variety of ways in order to effectively meet pupils’ needs, for example, in-class support, small groups, team teaching or withdrawal.
The SNA scheme is designed to provide recognised schools with additional adult support staff to cater for the care needs of pupils with disabilities in an educational context, where the nature of these care needs have been outlined in professional reports as being so significant that a pupil will require adult assistance in order to be able to attend school and to participate in education and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014. In considering applications for SNA supports for individual pupils, the SENOs 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.
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 in May 2018 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.
My Department provides funding to schools towards the cost of assistive technology for pupils with special educational needs in Primary, Post Primary and Special schools for personal computers and specialist software for educational purposes under the Assistive Technology scheme, as set out in my Department's Circular 0010/2013. This Circular states that equipment is provided under the scheme for children with more complex disabilities who require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the school's existing provisions.
Other supports available to schools include:
- Over 1,300 special classes. The number of special classes has risen by 756 since 2011, including 293 new classes in the past two years. The National Council for Special Education (NCSE) continues to engage with schools in relation to opening special classes where there is an identified need for special class provision.
- 124 special schools providing specialist education for approximately 7,500 pupils annually.
- The National Educational Psychological Service (NEPS) delivers a consultative, tiered service delivery model to schools, in line with international best practice for the effective and efficient delivery of educational psychological services that best meet the needs of all pupils/students in schools. This service delivery model allows NEPS psychologists to support schools to provide an effective continuum of support to meet the needs of pupils/students.
- NCSE’s Support Service has brought under its control the Special Education Support Service (SESS), the National Behaviour Support Service (NBSS) and the Visiting Teacher Service for children who are deaf/hard of hearing and for children who are blind/visually impaired (VTSVHI). The Support Service provides advice and support to schools on the education and inclusion of students with special educational needs, providing in-school support for support teachers, continuing professional development for teachers, and support to schools on the management of challenging behaviour. It will also enhance the multi-disciplinary capacity of the education system through providing access to expert knowledge in areas such as autism, speech and language therapy and challenging behaviour.
- Special school transport arrangements.
- Enhanced capitation grants for special schools and special classes attached to mainstream primary and post primary schools.
- Modification of school buildings.
- Post primary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities can apply through their school for reasonable accommodation during examinations. Further details of supports are available from the State Examinations Commission (SEC) Reasonable Accommodations Section.
- An Aided Fund for Students with Disabilities at 3rd level provides supports for students to access third level education in colleges while Vocational Training and Adult Education for people with disabilities is also available.
The range of investment in special education provision ensures that all pupils and students with special educational needs can access and participate in education.
Schools Building Projects Status
Ceisteanna (528)
Carol Nolan
Ceist:528. Deputy Carol Nolan asked the Minister for Education and Skills the status of the progression to new premises of a school (details supplied); and the further status of the project within either the planning or forward planning unit of his Department. [33544/18]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers opened under the Divestment process in 2016 and is currently in interim temporary accommodation pending delivery of permanent accommodation at Wilmer Road Birr, in a premises currently occupied by the Health Service Executive (HSE).
My Department met recently with the HSE to discuss the arrangements for progressing the delivery of permanent accommodation for the school and agreement in principle was reached to progress this project.
However, as the required relocation of the health services operating from the existing premises is the subject of an appeal to An Bord Pleanala, my Department must await the outcome of this process.
Capitation Grants
Ceisteanna (529)
Kathleen Funchion
Ceist:529. Deputy Kathleen Funchion asked the Minister for Education and Skills the way in which capitation grants are calculated for students registered but not attending school; if schools are still being provided capitation for children not in attendance at school; and if he will make a statement on the matter. [33573/18]
Amharc ar fhreagraFreagraí scríofa
My Department provides capitation funding for primary and post-primary schools in the free education scheme which 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 and general up-keep in schools and the ancillary services grant to cater for the cost of employing services staff.
The calculation of these grants is based on the number of students enrolled in the school on 30th September.
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/cl0028_2016.pdf.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0078_2017.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.
Apprenticeship Programmes
Ceisteanna (530, 531, 532)
Maurice Quinlivan
Ceist:530. Deputy Maurice Quinlivan asked the Minister for Education and Skills the estimated and-or targeted number of apprentices on craft apprenticeship programmes in 2018 to 2023, in tabular form; and if he will make a statement on the matter. [33599/18]
Amharc ar fhreagraMaurice Quinlivan
Ceist:531. Deputy Maurice Quinlivan asked the Minister for Education and Skills the estimated and-or targeted number of apprentices on newly developed apprenticeship programmes in 2018 to 2023, in tabular form; and if he will make a statement on the matter. [33600/18]
Amharc ar fhreagraMaurice Quinlivan
Ceist:532. Deputy Maurice Quinlivan asked the Minister for Education and Skills the estimated and-or targeted total number of apprentices in 2018 to 2023, in tabular form; and if he will make a statement on the matter. [33601/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 530 to 532, inclusive, together.
The information requested by the Deputy in relation to target apprenticeship registrations in the period 2018 to 2020 is set out in the attached tabular statement.
It should be noted that SOLAS do not currently have forecast registrations beyond 2020. I am informed by SOLAS that due to a break in the Central Statistics Office (CSO) data series and issues with the ESRI macro-economic model there has been a delay in updating of skills forecasts by the Skills and Labour Market and Research Unit (SLMRU). As soon as these issues are resolved I understand that the SLMRU will commence the occupational skills forecasting project, with subsequent publication.
|
Craft- based apprenticeships |
2018 |
2019 |
2020 |
|
Forecast new registrations per annum |
4,697 |
5,087 |
5,587 |
|
New apprenticeships |
|||
|
Forecast new registrations per annum |
1,500 |
2,297 |
3,413 |
|
Total forecast new registrations on apprenticeship p.a. |
6,197 |
7,384 |
9,000 |
Apprenticeship Programmes
Ceisteanna (533, 534)
Maurice Quinlivan
Ceist:533. Deputy Maurice Quinlivan asked the Minister for Education and Skills the number of new apprenticeship courses that will be in operation in each of the years 2018 to 2023, in tabular form; and if he will make a statement on the matter. [33602/18]
Amharc ar fhreagraMaurice Quinlivan
Ceist:534. Deputy Maurice Quinlivan asked the Minister for Education and Skills the new apprenticeship courses that are in development; the stage of this development; the year each will become operational; and if he will make a statement on the matter. [33603/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 533 and 534 together.
The Action Plan to Expand Apprenticeship and Traineeship in Ireland 2016-2020 sets annual targets for new apprenticeship programmes in the period to 2020. The information requested by the Deputy in relation to new apprenticeships that are currently in development following our two calls for proposals and the likely date these will become operational is set out on the attached table. Each of these programmes are at various stages of development and are in addition to the 11 new programmes that are already operational.
Table 1 New apprenticeships which are due to be operational by the end of 2018
|
No. |
Apprenticeship |
|
1 |
Auctioneering and Property Services L6 |
|
2 |
Baker L6 |
|
3 |
Butcher L5 |
|
4 |
Chef de Partie L7 |
|
5 |
Logistics Associate Level 6 |
|
6 |
Manufacturing Data Integration Engineering |
|
7 |
OEM Engineer L6 |
|
8 |
Laboratory Analyst L7 |
|
9 |
Laboratory Technician L6 |
|
10 |
Sous Chef L8 |
Table 2 – Apprenticeships due to roll out in 2019
|
No. |
Apprenticeship |
|
1 |
Advanced Quantity Surveyor L9 |
|
2 |
Applied Horticulture L6 |
|
3 |
Arboriculture L5 |
|
4 |
Associate Sales Professional L6 |
|
5 |
CGI Technical Artist (Animation, Games, VFX) L9 |
|
6 |
Engineering Services Management L7 |
|
7 |
Equipment Systems Engineer L9 |
|
8 |
Executive Chef L9 |
|
9 |
Farm Manager L7 |
|
10 |
Farm Technician L6 |
|
11 |
Geo-Driller L6 |
|
12 |
HGV Driver L5 |
|
13 |
ICT Associate Professional in Cybersecurity L6 |
|
14 |
International Financial Services Advanced Specialist L9 |
|
15 |
Lean Sigma Manager L9 |
|
16 |
Precision Turned Parts Manufacturing L6 |
|
17 |
Principal Engineer L10 |
|
18 |
Professional Bar Manager L7 |
|
19 |
Professional Hairdressing L6 |
|
20 |
Professional Healthcare Assistant L6 |
|
21 |
Recruitment Practitioner L6 |
|
22 |
Retail Practice L5 |
|
23 |
Scaffolding L6 |
|
24 |
Science Aircraft Asset Management L7 |
|
25 |
Software System Designer L9 |
|
26 |
SportsTurf Management L6 |
|
27 |
Stud Farm Management L7 |
|
28 |
Supply Chain Associate L7 |
|
29 |
Supply Chain Manager L9 |
|
30 |
Supply Chain Specialist L8 |
|
31 |
Wind Turbine Maintenance L6 |
Apprenticeship Data
Ceisteanna (535)
Maurice Quinlivan
Ceist:535. Deputy Maurice Quinlivan asked the Minister for Education and Skills the estimated budget allocation needed to meet apprenticeship enrolments in 2018 to 2023, in tabular form; and if he will make a statement on the matter. [33604/18]
Amharc ar fhreagraFreagraí scríofa
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 overall demand and availability of resources as well as of the costs arising on the various new apprenticeship programmes as they become established.
Apprenticeship Programmes
Ceisteanna (536)
Maurice Quinlivan
Ceist:536. Deputy Maurice Quinlivan asked the Minister for Education and Skills when the review into the pathways to participation in apprenticeships will be published; and if he will make a statement on the matter. [33605/18]
Amharc ar fhreagraFreagraí scríofa
As set out in the Action Plan to Expand Apprenticeship and Traineeship in Ireland, SOLAS is currently reviewing pathways to participation in apprenticeship, including for a range of underrepresented groups. The review will identify any barriers that may exist to participation in an apprenticeship programme for these groups and for people more generally. The purpose of the review is to ensure that our national apprenticeship system is more reflective of the range and diversity of our population, more inclusive of diverse backgrounds and abilities and that apprenticeship opportunities are more readily accessible to all. The review will result in the publication of actions in this area in the coming weeks, along with the background research.
Schools Building Projects Status
Ceisteanna (537)
Niamh Smyth
Ceist:537. Deputy Niamh Smyth asked the Minister for Education and Skills the status of works for a school (details supplied); the timeframe for same; the contractor appointed; and if he will make a statement on the matter. [33641/18]
Amharc ar fhreagraFreagraí scríofa
I am pleased to inform the Deputy that construction works commenced on the building project at the school referred to by the Deputy on June 28th, 2018. The Main Contractor is Tracey Brothers Ltd. and it is envisaged that the project will take approximately 27 months to complete.
National Educational Psychological Service Staff
Ceisteanna (538)
Michael Healy-Rae
Ceist:538. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter (details supplied) with regard to assistance for students with disabilities; and if he will make a statement on the matter. [33654/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
I can inform the Deputy that, following on from an increase allowed in the 2017 Budget, the sanctioned number for NEPS psychologist was increased from 173 w.t.e to 184, an increase of 11 psychologists. Additionally the Deputy may be aware that under the provisions of Budget 2018 I was pleased to announce that NEPS psychologist numbers will expand by a further 10 posts from September 2018 bringing the sanctioned w.t.e. level to 194 from September 2018. In total under the Partnership for Government this represents an increase of 21 psychologist posts in a two year period. This represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
In relation to investment in teacher numbers, the criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The configuration of classes and the deployment of classroom teachers are carried out at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. Given that the staffing schedule operates to a general average of 1 classroom teacher for every 26 pupils, if a school has a large class it generally also has a small class.
The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
In order to ensure that inclusive education can be provided for, very significant investment has been made in the area of special educational needs supports. In 2018, almost €1.8 billion will be invested in Special Education, nearly one fifth of the overall Education budget, and up 43% since 2011. This funding provides for a range of additional supports in schools, including the provision of additional special education teachers, special needs assistants and special school and special class placements.
At present, all schools are encouraged to use Individual Education, or Student Support Plans. In line with Circular 30/2014, schools are required to put in place a Personal Pupil Plan including a care plan for all pupils availing of SNA support. DES Circulars 0013 and 0014 2017 and the accompanying Guidelines which have been provided to schools in relation to the provision of additional special education teaching support in schools, also advise schools of the importance of ensuring that individual education planning or student support plans are in place for students with special educational needs.
My Department's Inspectorate's advice is that the majority of schools are now using some form of individual education planning for children with special needs.
The National Council for Special Education (NCSE), which is a separate statutory agency, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs are the key contact and support persons in relation to the provision of educational supports for students with disabilities. Information in relation to the contact details for SENOS is available at www.ncse.ie.
Health and Safety
Ceisteanna (539)
Eoin Ó Broin
Ceist:539. Deputy Eoin Ó Broin asked the Minister for Education and Skills if mandatory training for teachers in the use of epi-pens in classrooms will be introduced; and if the introduction of a pilot scheme to test the operation of such training for teachers in one of the education and training board areas will be introduced. [33655/18]
Amharc ar fhreagraFreagraí scríofa
My Department promotes the quality of teaching and learning through the provision of quality teacher training programmes and continuing professional development and support for principals and teachers in a range of pedagogical, curricular and educational areas. This is done through initial teacher education programmes, education centres and support services for teachers at primary and post-primary level.
Under the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.
The Board of Management of each school is responsible for the care and safety of all of the students in their school and care and safety should be at the centre of all policy and practices. Schools are required to take all reasonable precautions to provide training for teachers to ensure the safety and welfare of their pupils.
The Health and Safety Authority (HSA) advise that, by law, employers and those who control workplaces to any extent, must identify hazards in the workplaces under their control and assess the risk presented by the hazards.
Employers must write down the risks and what to do about them. This is known as Risk Assessment. The aim of Risk Assessment is to reduce the risk of injury and illness associated with work. The Risk Assessment(s) will form part of the employer's Safety Statement.
The Safety, Health and Welfare at Work (General Application) Regulations 2007 set out the First-Aid requirements for workplaces as follows: "Employers have a duty to provide first-aid equipment at all places at work where working conditions require it. Depending on the size or specific hazard (or both) of the place of work, trained occupational first-aiders must also be provided. Apart from some exceptions, first-aid rooms must be provided where appropriate. Information must also be provided to employees as regards the first-aid facilities and arrangements in place."
It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any student attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more students, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a student suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.
The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should indemnify the school.
My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.
The organisation of training in the administration of medicines is a matter for the Board of Management and my Department has no plans for future training programmes in this area.
Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of students for whom SNA support has been allocated in the school, when appointing an SNA.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
It is my Department's experience that once the matter has been discussed in detail with the Board of Management and staff of a school, and once all parties are clear as to the procedures to be followed, arrangements can normally be made to assist the administration of first aid or medicine.
In September 2016, I requested the NCSE to lead a comprehensive review of the Special Needs Assistant Scheme to identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and to identify and recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.
The administration of medication and other such issues in schools, was raised with the NCSE as part of the consultation process of this review.
The Comprehensive Review of the Special Needs Assistant Scheme was published by the NCSE on 30 May 2018 and my Department is developing proposals to implement the recommendations of the Review.