Fiona O'Loughlin
Ceist:238. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if land has been secured for a new school building (details supplied); and if he will make a statement on the matter. [6366/19]
Amharc ar fhreagraSite Acquisitions
Ceisteanna (238)
Freagraí scríofa
As the Deputy is aware, my Department recently decided in order to meet future capacity needs across the area, that the school to which the Deputy refers should be replaced and expanded with a new 1,000 pupil school building. A new site will be required for the school and the Department will be liaising with KWETB with a view to the process for identifying a suitable site. Due to commercial sensitivities surrounding site acquisitions in general, I cannot comment further at this point in the process, though I can assure the Deputy that my Department will make every effort to progress the matter.
Schools Building Projects Status
Ceisteanna (239)
Marcella Corcoran Kennedy
Ceist:239. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills if funding has been approved for the redevelopment of a school (details supplied); and if he will make a statement on the matter. [6386/19]
Amharc ar fhreagraFreagraí scríofa
The delivery of an extension including PE Hall and 2 Classroom Special Education Needs Base and refurbishment of existing building for the school to which the Deputy refers has been devolved for delivery to Laois and Offaly Education and Training Board (ETB).
The next step for the project is for the ETB to appoint a Design Team who will bring the project through the design and construction phases.
Schools Building Projects Status
Ceisteanna (240, 259)
Marcella Corcoran Kennedy
Ceist:240. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills the status of the applications for additional accommodation and development by a school (details supplied); and if he will make a statement on the matter. [6387/19]
Amharc ar fhreagraMarcella Corcoran Kennedy
Ceist:259. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills the position regarding the applications for additional accommodation and development at a school (details supplied); and if he will make a statement on the matter. [6661/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 240 and 259 together
I can confirm to the Deputy that my Department has received an application, for capital funding, from the school in question.
The application will be considered shortly and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
Schools Refurbishment
Ceisteanna (241, 242, 248)
Clare Daly
Ceist:241. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 381 of 15 January 2019, the prequalification fulfilments of the Dublin and Dún Laoghaire Education and Training Board, in view of the fact that the prequalification document was completed and sent to his Department in 2016; and the reason for the delay. [6486/19]
Amharc ar fhreagraClare Daly
Ceist:242. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 381 of 15 January 2019, the steps he is taking to fast-track the provision of a new school building at a school (details supplied). [6487/19]
Amharc ar fhreagra
Darragh O'Brien
Ceist:248. Deputy Darragh O'Brien asked the Minister for Education and Skills if the extension and refurbishment of a school (details supplied) will proceed to the tender and build stage; if the school will be granted rapid build status; and if he will make a statement on the matter. [6555/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 241, 242 and 248 together.
As the Deputies may be aware, the project to which they refer has been devolved for delivery to the local Education & Training Board (DDLETB). That remains the case.
My Department acknowledges that the delivery of this project has taken longer than originally envisaged. Most recently, a number of issues, primarily of a legal nature, have arisen in respect of the process for the pre-qualification of contractors as referred to by the Deputy. I can inform the Deputies that, having considered these issues and liaised with my officials in that respect, DDLETB is now proceeding with a revised pre-qualification process.
Once this prequalification process is completed, the project will proceed to tender stage.
School Curriculum
Ceisteanna (243)
Michael McGrath
Ceist:243. Deputy Michael McGrath asked the Minister for Education and Skills if he will address a matter raised in correspondence (details supplied) on the provision of time for eating and hygiene as part of the school day; and if he will make a statement on the matter. [6496/19]
Amharc ar fhreagraFreagraí scríofa
At primary level, circular 11/95 “Time in School” paragraph 3 states that a typical school day for Junior classes is 4 hours and 40 minutes and Senior classes 5 hours and 40 minutes with appropriate recreation i.e. 30 minutes. Under the Rules for National Schools, forenoon and afternoon breaks of five minutes each are allowed.
Where a recreation interval or break of a longer duration than the foregoing are taken (for example when children are allowed to have lunch in the classroom prior to the official commencement of the recreation interval) the length of the school day must be extended correspondingly.
Under the provisions of the Education Act, 1998, the Board of Management is responsible for the day to day running of a school. The arrangement within the recreation interval for pupils to eat their lunch is a matter for each Board of Management to determine and my Department has not issued guidelines to schools in this regard. Schools are required to supervise pupils during school time including during breaks and lunch breaks.
Time allocated for hygiene at primary is covered within the Social, Personal and Health Education (SPHE) Curriculum which is allocated a minimum of 30 minutes a week at all levels of primary school. SPHE provides specific opportunities to enable the child to understand himself or herself, to develop healthy relationships and to establish and maintain healthy patterns of behaviour. It is a particular concern of the curriculum to develop in the child respect and care for his or her body. It also enables the child to acquire the knowledge and attitudes that help to promote a healthy lifestyle. As part of this the child should be enabled to recognise and practise basic hygiene skills such as: personal hygiene practices, hygienic eating habits, developing basic skills in dressing himself/herself and caring for clothes, taking proper care of teeth.
The primary curriculum is currently undergoing a process of review and redevelopment, which includes SPHE and the time allocated. The National Council for Curriculum and Assessment (NCCA) will publish a draft overview of a redeveloped primary curriculum in autumn 2019. This draft will be the basis for an extensive consultation which will feed into the overall shape and direction of a redeveloped curriculum.
Special Educational Needs Service Provision
Ceisteanna (244)
Eoin Ó Broin
Ceist:244. Deputy Eoin Ó Broin asked the Minister for Education and Skills the reason a person (details supplied) is not receiving adequate educational supports to meet special needs; and when adequate educational supports will be provided. [6500/19]
Amharc ar fhreagraFreagraí scríofa
The 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 my 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 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.
SNAs are not allocated to individual children but to schools as a school based resource.
As this question relates to a particular child, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
Brexit Preparations
Ceisteanna (245)
Eugene Murphy
Ceist:245. Deputy Eugene Murphy asked the Minister for Education and Skills the steps he has taken to safeguard ongoing educational programmes and educational co-operation with other EU states regarding students on exchange programmes in the event of a no-deal Brexit; and if he will make a statement on the matter. [6506/19]
Amharc ar fhreagraFreagraí scríofa
Student exchange programmes are part of the Erasmus + programme, which is one of the key instruments to promote learner mobility. As such, the overall response to the impact of Brexit on the programme is the responsibility of the EU. The European Commission last week published a draft Regulation to ensure that students who are actually on mobility in the UK if a No Deal Brexit happens will be enabled to complete their mobility as planned. The Council and the Parliament will now have to approve this proposal in time for the end of March, if it is needed.
Clearly, once the UK exits from the EU, the loss of partnerships with UK education and training providers will impact on Ireland. In order to mitigate this loss, my Department has been encouraging education and training providers, through the Higher Education Authority and Leargas who are designated National Agencies in Ireland, to build further partnerships and opportunities in the remaining EU States.
School Staff
Ceisteanna (246)
Brendan Smith
Ceist:246. Deputy Brendan Smith asked the Minister for Education and Skills his plans to address the issues raised by a union (details supplied) on the conditions attaching to the employment status of school secretaries; and if he will make a statement on the matter. [6540/19]
Amharc ar fhreagraFreagraí scríofa
I recognise the very important work done by school secretaries, and indeed by other support staff, in the running of our schools and I am grateful to them for the contribution they make to our education system. I have spoken to a number of school secretaries about their employment conditions.
Schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in schools. The schemes were withdrawn completely in 2008. These schemes have been superseded by the more extensive capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.
The majority of primary and voluntary secondary schools now receive assistance to provide for secretarial, caretaking and cleaning services under these grant schemes. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for the pay and conditions rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers, including through an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covers the period up to 31 December 2019.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a Secretary or Caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration will, from 1 January 2019, be paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Following the arbitration process, grant funding used by schools to fund the salaries of ancillary staff was improved in order to enable schools to implement the arbitration outcome.
Schools Building Projects
Ceisteanna (247)
Catherine Murphy
Ceist:247. Deputy Catherine Murphy asked the Minister for Education and Skills if a meeting will be convened with a group (details supplied) in respect of a school project in County Kildare; and if he will make a statement on the matter. [6548/19]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware the delivery of the Campus project has been devolved to Kildare and Wicklow Education & Training Board (KWETB).
It is understood that the project will be going to tender very shortly with a view to getting on site early in the Summer and is still on target for occupation in September 2020. There is now a clear path to completion of the project and KWETB have been providing regular updates to the school authorities. Information on the progression of the project is available through those communication channels. In that context, my Department considers that a meeting is not necessary at this time.
Question No. 248 answered with Question No. 241.
Ministerial Advisers Data
Ceisteanna (249)
Mattie McGrath
Ceist:249. Deputy Mattie McGrath asked the Minister for Education and Skills the number of advisers and special advisers employed by his Department in 2017 and 2018 and to date in 2019; the areas of expertise covered by such advisers; the annual salaries associated with same; and if he will make a statement on the matter. [6569/19]
Amharc ar fhreagraFreagraí scríofa
The Special Advisers functions are to advise and assist their respective Ministers in addressing their ministerial brief. The following tabular statements contain the information sought by the Deputy for the years requested.
2017
Mr. Richard Bruton, T.D.
Minister for Education & Skills
|
Name |
Grade |
Duties |
Salary 2017 |
|
Patrick Cluskey |
Special Adviser |
Education Media matters |
€81,004 pa |
|
Conor Quinn |
Special Adviser |
Education Policy |
€94,521 pa |
Ms. Mary Mitchell O Connor, T.D.
Minister of State
|
Name |
Grade |
Duties |
Salary 2017 |
|
Roy Dooney |
Special Adviser |
Education Policy |
€94,521 pa |
|
Lynda McQuaid |
Special Adviser |
Education Media matters |
€94,521 pa |
John Halligan, T.D.
Minister of State
|
Name |
Grade |
Duties |
Salary 2017 |
|
Michelle Clancy |
Special Adviser |
Education Media matters |
€65,093 pa |
2018
Mr. Joe McHugh, T.D.,
Minister for Education & Skills
|
Name |
Grade |
Duties |
Salary 2018 |
|
Mark O Doherty |
Special Adviser |
Education Policy |
€94,535 pa |
|
Ed Carty |
Special Adviser |
Education Media matters |
€85,823 pa |
Ms. Mary Mitchell O Connor, T.D.
Minister of State
|
Name |
Grade |
Duties |
Salary |
|
Roy Dooney |
Special Adviser |
Education Policy |
€99,375 pa |
|
Lynda McQuaid |
Special Adviser |
Education Media matters |
€99,375 pa |
Mr. John Halligan, T.D.
Minister of State
|
Name |
Grade |
Duties |
Salary |
|
Michelle Clancy |
Special Adviser |
Education Media matters |
€71,289 pa |
2019
Mr. Joe McHugh, T.D.,
Minister for Education & Skills
|
Name |
Grade |
Duties |
Salary |
|
Mark O Doherty |
Special Adviser |
Education Policy |
€94,535 pa |
|
Ed Carty |
Special Adviser |
Education Media matters |
€85,823 pa |
Ms. Mary Mitchell O Connor, T.D.
Minister of State
|
Name |
Grade |
Duties |
Salary |
|
Roy Dooney |
Special Adviser |
Education Policy |
€99,375 pa |
|
Lynda McQuaid |
Special Adviser |
Media matters |
€99,375 pa |
John Halligan, T.D.
Minister of State
|
Name |
Grade |
Duties |
Salary |
|
Michelle Clancy |
Special Adviser |
Media matters |
€71,289 pa |
School Transport Eligibility
Ceisteanna (250)
Martin Heydon
Ceist:250. Deputy Martin Heydon asked the Minister for Education and Skills the position regarding school transport for children (details supplied) in County Kildare; and if he will make a statement on the matter. [6587/19]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
There are currently over 117,500 children, including over 13,000 children with special educational needs, transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In general, children are eligible for school transport where they reside not less than 3.2 kilometres from and are attending their nearest national school.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of a school transport service.
Parents of children wishing to apply for school transport may do so on Bus Éireann's website at www.buseireann.ie.
Bus Éireann has advised that applications have not been received for the children referred to by the Deputy.
State Examinations
Ceisteanna (251)
Mattie McGrath
Ceist:251. Deputy Mattie McGrath asked the Minister for Education and Skills if the junior cycle English 2017 report by the chief examiner was issued to all management authorities in the second level school sector; if so, the date on which the report was issued; the means of communication used to issue the report; and if he will make a statement on the matter. [6588/19]
Amharc ar fhreagraFreagraí scríofa
The 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.
Schools Building Projects Status
Ceisteanna (252)
Brendan Ryan
Ceist:252. Deputy Brendan Ryan asked the Minister for Education and Skills if a school (details supplied) applied for the prefab replacement programme; if so, the status of the application; and if he will make a statement on the matter. [6594/19]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers was approved additional accommodation under my Department‘s Additional Accommodation Scheme 2013 to provide 5 additional mainstream classrooms for the replacement of prefabs.
The responsibility for the appointment of a Design Team for this project has been devolved to Dublin Dun Laoghaire Education & Training Board. The tender process for the appointment of the Design Team is now complete.
The final documentation is currently being reviewed and it is expected that the appointment letter will issue by the ETB as soon as this process is completed. The progression of the project at that point will be a matter for the Board of Management in conjunction with the appointed Design Team.
Special Educational Needs Staff
Ceisteanna (253)
Kathleen Funchion
Ceist:253. Deputy Kathleen Funchion asked the Minister for Education and Skills if a request has been made by a primary school in Wexford for an additional special needs assistant or additional special needs resources for a person (details supplied); and if he will make a statement on the matter. [6598/19]
Amharc ar fhreagraFreagraí scríofa
The 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 my 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 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.
SNAs are not allocated to individual children but to schools as a school based resource.
As this question relates to a particular child, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
Special Educational Needs Service Provision
Ceisteanna (254, 255, 256)
John Brassil
Ceist:254. Deputy John Brassil asked the Minister for Education and Skills the provisions in place to ensure that individual education plans will be provided (details supplied); and if he will make a statement on the matter. [6615/19]
Amharc ar fhreagraJohn Brassil
Ceist:255. Deputy John Brassil asked the Minister for Education and Skills his plans to increase the availability of the July provision to more children with Down's syndrome; and if he will make a statement on the matter. [6632/19]
Amharc ar fhreagraJohn Brassil
Ceist:256. Deputy John Brassil asked the Minister for Education and Skills if individual education plans will be provided for teenagers with Down's syndrome; and if he will make a statement on the matter. [6633/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 254 to 256, inclusive, together.
Schools have a legal duty to provide an appropriate education to all students, including young people with special educational needs, and obviously they need to plan to ensure this happens.
Planning is a normal part of a teacher’s work and planning tools, like the student support file, have been created as a resource to help schools provide for their students.
A new model for allocating special education teachers to schools was introduced in 2017.
Under this model, children can receive additional teaching support based on their learning needs, rather than on a diagnosis of disability.
Parents of children who have Down syndrome have certainty that their children can receive as much additional teaching support as required in school, taking account of school based assessments of their learning needs.
There is no constraint on the amount of additional teaching time that may be allocated to pupils with Down syndrome, based on their diagnosis, or because they may previously have been in the mild general learning difficulty category.
My Department's July Provision Grant Scheme provides funding for an extended school year for students with severe or profound intellectual disabilities and students with Autism Spectrum Disorders (ASD). The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays. The scheme does not make provision for children with other categories of Special Education Needs, for example, Down Syndrome.
The National Council for Special Education’s Policy Advice on Educational Provision for Children with Autism Spectrum Disorders was published in July 2016.
The NCSE review found that in general parents value July provision because it provides day-time respite for families and a structured day for students.
However, the NCSE review found a number of problems with the scheme as currently organised.
These include concerns that the scheme may be inequitable because it is not provided to all students with complex special educational needs.
The Council recommended that the relevant Government Departments consider how an equitable national day activity scheme could be developed for all students with complex special educational needs.
The proposed scheme would provide a structured, safe, social environment for all students with complex special educational needs, which might include some children with Down syndrome.
The Department of Education and Skills has convened an Implementation Group with representatives of the NCSE, NEPS, the Inspectorate and representatives from other relevant Departments and agencies to ensure that the Report’s recommendations are fully and appropriately considered.
There are no plans to change the July provision scheme coverage until this work is complete.
Appointments to State Boards
Ceisteanna (257)
Barry Cowen
Ceist:257. Deputy Barry Cowen asked the Minister for Education and Skills the number of boards or agencies to which his officials have been appointed; if there are guidelines or protocols for members of staff being appointed to boards or agencies; if so, when same were last updated; and if he will make a statement on the matter. [6644/19]
Amharc ar fhreagraFreagraí scríofa
For the Deputy's information, Department officials serve on six of the eighteen boards of non commercial agencies under the aegis of my Department.
Criteria for board appointments to bodies under the aegis of my Department is typically informed by the legislative provisions of enabling and relevant Acts of the Oireachtas which gives authority to the State Bodies.
As the Deputy will be aware, Government Departments are typically directed by guidance circulars and office notices issued centrally from the Departments of Finance and Public Expenditure and Reform (D/PER), as appropriate. Protocols documents concerning appointments to State Boards offer advice on the roles and responsibilities of Board members including specific guidance to Civil Servants issue centrally.
Accordingly, officials are guided by the following D/Finance and D/PER guidance documents;
- Code of Practice for the Governance of State Bodies - September 2016. This comprehensive guidance document addresses governance across a range of areas, including, but not limited to, the role of the Board, role of the board chairperson, role of board members, Ethics in public office and disclosure of interest by Board members,
- Guidance Circular on Appointments to State Boards - November 2014
- Circular 12/2010 - Protocol for Civil Servants nominated to the boards of non-commercial State Bodies - August 2010.
Letters of appointment of new board members generally include reference details concerning the key aspects of the Code of Practice for the Governance of State Bodies to guide new board members.
Teacher Training Provision
Ceisteanna (258)
Robert Troy
Ceist:258. Deputy Robert Troy asked the Minister for Education and Skills if he will address concerns outlined in correspondence (details supplied); and if he will make a statement on the matter. [6659/19]
Amharc ar fhreagraFreagraí scríofa
In Budget 2019, school leadership is again supported with an additional release day for teaching principals in primary schools and a further four additional release days for teaching principals in schools with special classes. These additional release days - 18, 24, and 30 depending on the size of the school - will be effective from 1st September 2019.
This builds on measures in previous budgets, including €0.4 million made available in Budget 2018 to fund almost 4600 additional release days for teaching principals in primary schools. This funding provided 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.
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.
The Deputy will be aware that mandatory reporting of child protection concerns by teachers and greater oversight of child protection arrangements in schools were among a range of changes that came into effect with the full commencement in December 2017 of the Children First Act 2015 and with the introduction of new Child Protection Procedures for Primary and Post-Primary Schools 2017.
Face-to-face training sessions were provided for school principals or Designated Liaison Persons (DLPs) for child protection in all schools in 2018 by the Professional Development Service for Teachers, and additional training sessions are being provided for newly appointed principals/DLPs in 2019.
Matching changes to inspection arrangements also began to be rolled out in 2018, and new Child Protection and Safeguarding Inspections are a further step to monitor child protection in schools.
The new inspections are designed to strengthen our child protection systems in schools. They will provide another level of reassurance and they will help to guide and direct schools in relation to meeting their child protection obligations. They are also an important way of promoting improvement in the implementation of child protection procedures by schools; they are also designed to promote best practice in school leadership as it relates to child protection.
The inspections do not require any school to produce any paperwork or record that the school is not already required to have in place since December 2017. The inspectors are also flexible in carrying out the checks and in timing the meetings they have with any staff in the school, so that school life is not disrupted.
The new Child Protection and Safeguarding Inspections were developed through an extensive research and consultation process with the education partners and other interested stakeholders including the Office of the Ombudsman for Children. In the context of this consultation, my Department carefully considered feedback from schools, principals, unions and management bodies, particularly in relation to their requirements on record-keeping and reporting and the supports they need in order to implement child protection procedures. In that regard:
- My Department has provided a suite of templates and supporting documents to help schools and boards to fulfil their record-keeping, reporting obligations and other obligations under the 2017 Procedures
- The Professional Development Service for Teachers (PDST) and the Inspectorate are working closely together to promote best practice among schools in relation to child protection
- The Inspectorate has provided regional seminars on the new Child Protection and Safeguarding Inspections for primary and post-primary school principals and is planning further briefings on the new inspections during May and June 2019. The Inspectorate is also presenting at conferences of a number of education partners. It is expected that more than 3,000 principals will have attended briefing sessions on the new inspections by the end of June this year.
Question No. 259 answered with Question No. 240.