Tom Neville
Ceist:177. Deputy Tom Neville asked the Minister for Public Expenditure and Reform if required works will be carried out on a stream beside the residence of a person (details supplied). [42289/19]
Amharc ar fhreagraDrainage Schemes
Ceisteanna (177)
Freagraí scríofa
The Office of Public Works (OPW) is responsible for the maintenance of Arterial Drainage Schemes and catchment drainage schemes designated under the Arterial Drainage Acts of 1945 and 1995. The OPW is responsible for the maintenance of the channel in question.
Weed and vegetation cutting is scheduled to take place shortly, taking into account available resources, access and environmental conditions.
Online Safety
Ceisteanna (178, 179)
Thomas Byrne
Ceist:178. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to address cyberbullying in schools; if new measures will be brought forward in the context of the Education (Student and Parent Charter) Bill 2019; and if he will make a statement on the matter. [41629/19]
Amharc ar fhreagraThomas Byrne
Ceist:179. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to address the use of Internet enabled devices in schools; if new measures will be brought forward in the context of the Education (Student and Parent Charter) Bill 2019; and if he will make a statement on the matter. [41630/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 178 and 179 together.
I published the Education (Student and Parent Charter) Bill 2019 last month and it completed Second Stage in the Seanad on 2 October.
The overall aim of the legislation is to improve the level of engagement between schools and students and their parents by inviting feedback, comment and observations from students and parents and by developing a listening culture in the school. Under the legislation each school is required to prepare, publish and implement a Student and Parent Charter in accordance with national guidelines to be published by the Minister after consultation with the education partners.
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school. Circular 0038/2018, which issued to all schools last year, requires schools to consult with teachers, student and parents in the development of policy around the use of digital devices in school. This consultation requirement will be underpinned in law once the Parents and Students Charter Bill is enacted.
It is important for schools, in conjunction with parents to retain local autonomy for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms and how to manage their integration into classroom practice based on their own particular context and needs.
While recognising the potential benefits associated with the use of digital technology, to enhance teaching and learning, as set out in the Digital Strategy for Schools, it is also very important that we continue to work together to raise awareness to the risks and provide support to teachers, students and parents in developing their awareness to combat any risks associated with the use of the internet.
The Digital Learning Framework, which is in its second year of dissemination to schools, provides clarity for school leaders and education providers on how to create a shared vision for the effective use of digital technologies in teaching and learning. The dissemination of the Framework is accompanied by an extensive CPD programme provided by my Department’s teacher support service, the PDST. This includes guidance for schools on how to develop a digital learning plan and complements School Self Evaluation planning processes.
The Professional Development Service for Teachers (PDST) and its Technology in Education team offers advice to schools on the use of digital technology in education with wide range of information available on its website on the use of devices and offers support to schools on teaching, learning and assessment, to facilitate students' active learning and collaboration. Specific items for consideration including software and hardware requirements, purchasing regulations, are addressed in this support information.
As regards online safety, there are extensive training and curricular supports available, including through the Social Personal Health Education (SPHE) curriculum and the Framework for Junior Cycle and the Webwise Programme to assist schools in the development of policies and practices on the safe use of the internet and to promote students’ mental, emotional, social and physical wellbeing. This includes supports on the development of an Accepted Usage Policy (AUP) in schools and on prevention of bullying and harassment using the internet. The Webwise Team have developed (and consistently update) a Teachers Hub; A Parents Hub and a Youth Hub which includes resources to tackle issues such as cyberbullying, image sharing and online coercion and extortion. Its most recent resource HTLM Heroes is targeted at primary school children and was developed to assist and support educators when teaching students about the safe and responsible uses of the internet. HTML Heroes will be taught as part of Social, Personal and Health Education (SPHE) curriculum.
The Action Plan on Bullying sets out my Department's approach to tackling bullying in schools. These actions focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying, including cyberbullying, are addressed. As part of the implementation of the Action Plan the National Anti-Bullying Procedures for Primary and Post Primary school, were published and are being implemented by all primary and post primary schools in the country. Under the procedures the prevention of bullying must be an integral part of the written anti-bullying policy of every school and must outline the specific education and prevention strategies to be implemented by the school. This must include documenting the measures being taken by the school to explicitly address the issues of cyber-bullying as well as other explicit forms of bullying.
Arising from the Action Plan my Department also funds a number of awareness raising initiatives, including the provision of anti-bullying training for parents to enable them to assist their children when issues of bullying arise. Funding is also provided to the National Anti-Bullying Research and Resource Centre (ABC) to carry out research into all forms of bullying and towards the ongoing maintenance and development of the national anti-bullying website www.tacklebullying.ie, which provides a single point of information and support for young people, parents and teachers affected by bullying.
The PDST has a dedicated Health and Wellbeing team comprising 22 full time personnel. This team supports teachers and schools, through the Social Personal Health Education (SPHE) curriculum to develop and promote the personal development, health and wellbeing of the student; to create a positive school environment and culture; and to prevent and tackle bullying including online bullying and harassment.
The Government’s Online Safety Hub, a single online access point www.gov.ie/besafeonline provides links to a wide range of online safety resources and information for parents, teachers, young people and the general population from the six key Government Departments responsible for the implementation of the Government's Action Plan on Online Safety.
Departmental Functions
Ceisteanna (180)
Thomas Byrne
Ceist:180. Deputy Thomas Byrne asked the Minister for Education and Skills the position regarding the establishment of a new department of higher education and research; and if he will make a statement on the matter. [41631/19]
Amharc ar fhreagraFreagraí scríofa
There are no plans to establish a new department of higher education and research.
The importance of the higher education system in the wider education sector, and the economy as a whole, has been underlined through the existence of a dedicated Minister of State for Higher Education who has overseen a significant programme of reform to safeguard and enhance the higher education system in Ireland.
This includes, but is not limited to delivery of the System Performance Framework for Higher Education 2018-2020; the Technological Universities Act, 2018 which enabled the establishment of the first Technological University in January 2019; the Qualifications and Quality Assurance (Amendment) Act, 2019 which is designed to safeguard the integrity of the National Framework of Qualifications and the reputation of higher and further education and training in Ireland. This Act will also improve standards in the international education sector in Ireland.
In addition, the Senior Academic Leadership Initiative has been launched which will introduce an additional 45 senior academic leadership posts over the coming years to assist in accelerating gender balance at senior levels. The preparation of new legislation to reflect the current higher education and higher education research system in Ireland and Government policy for the sector is also under way, with additional stakeholder consultation due in the near future.
Most recently, and building on progress in previous budgets, Budget 2020 provided for a €153 million increase in funding for Tertiary Education. Including a multi-annual programme of €90 million for Technological Universities and a new initiative to promote Research Excellence. This brings total spend on the HE sector to €1.88bn, the highest level to date of spend on higher education in a single year and delivering an increase of 25% over the past four years.
Technological Universities Status
Ceisteanna (181)
Thomas Byrne
Ceist:181. Deputy Thomas Byrne asked the Minister for Education and Skills the mechanism by which a Cork Institute of Technology will not take on the debts of IT Tralee in the event that they merge to form a new university; and if he will make a statement on the matter. [41632/19]
Amharc ar fhreagraFreagraí scríofa
I issued a letter to the Chairs of the Governing Bodies of IT Tralee and CIT in relation to the application from their institutions for designation as a Technological University.
In the letter I stated:
“I also note that the report of the advisory panel raised questions regarding the resolution of financial deficits at IT Tralee, stating that the panel did not receive information about plans to address them. I understand that the HEA is currently awaiting a stability and sustainability plan in respect of IT Tralee, to be finalised by the end of this month. On receipt of this plan the HEA will be required to assess it and engage further with the Institute, if necessary, to secure further measures in the plan. I will be advised of the assessment by the HEA and, subject to a positive assessment and an endorsement by HEA of the plan, I propose to initiate a working group to consider the requirement for additional funding support to respond to the systemic structural challenges of the Institute. These challenges arise from, for example, the Institute’s small size, peripheral location, the demographic profile of its catchment area and the high level of competition it experiences from other HEIs in the region. The MTU Working Group will be composed of all key stakeholders and consistent with the similar approaches adopted previously for other institutions that have experienced financial difficulty. A major element of the work of this group will be to assess how the potential transition to a TU provides opportunities to significantly strengthen the profile and offering in Tralee.
As manifested in the high-level of financial support provided to date to IT Tralee, the Government is committed to the continued provision of higher education in Kerry and more widely in the South –West region. In that context, there is no question that the actions to secure a resolution to the financial difficulties in IT Tralee would be expected to give rise to creation of a potential financial burden that would have the effect of undermining the financial stability, sustainability and development of the potential MTU.”
The question of a mechanism raised by the Deputy does not therefore arise.
State Examinations
Ceisteanna (182)
Thomas Byrne
Ceist:182. Deputy Thomas Byrne asked the Minister for Education and Skills the actions which will be taken to ensure that the junior certificate results are released in line with previous years from 2020 onwards; and if he will make a statement on the matter. [41633/19]
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.
National Training Fund
Ceisteanna (183)
Thomas Byrne
Ceist:183. Deputy Thomas Byrne asked the Minister for Education and Skills if there will be no replacement of Exchequer funding with funding from the National Training Fund in budget 2020; and if he will make a statement on the matter. [41634/19]
Amharc ar fhreagraFreagraí scríofa
Since 2017 the National Training Fund (NTF) has been deployed to support close-to-labour-market skills programmes in areas of identified skills needs through support for enterprise-focused higher education programmes.
The use of the NTF to fund priority skills-focused programmes in higher education is fully consistent with the detailed recommendations of the Independent Review of the National Training Fund carried out by the economic consultants Indecon and published in August 2018. The report specifically recommended utilising the NTF to support investment in Higher Education.
The targeted support of these key skill areas from the NTF has facilitated broader investment in higher education from the Department of Education and Skills so that since 2017, a re-distribution of funding between the NTF and Exchequer in tandem with the levy increases has been implemented on a phased basis.
In 2020, €28.2 million of previously exchequer funded enterprise focussed higher education programmes will now be funded by the NTF which will allow the exchequer to invest additonal resources in key initiatives in higher education such as the technological universities transformation fund and higher education research excellence.
It is important to note that there has been a continuing increase in investment in higher education funded by the Exchequer over recent years, including a €60m increase in in current funding to provide for increased student number over the three year period 2018-2020.
Pupil-Teacher Ratio
Ceisteanna (184)
Thomas Byrne
Ceist:184. Deputy Thomas Byrne asked the Minister for Education and Skills the number of primary teachers, secondary teachers, special needs assistants and other staff required to maintain current pupil-teacher and-or staff ratios in the 2019-20 academic year; and if he will make a statement on the matter. [41635/19]
Amharc ar fhreagraFreagraí scríofa
Budget 2020 provides the fourth successive year of major reinvestment in our education and training system as we continue to implement the Action Plan for Education, our plan to make Ireland’s education and training service the best in Europe by 2026. In 2020, the budget for the Department of Education and Skills will increase by €360 million, a 3.4% increase on last year. In total, the Education budget will have increased by almost €2 billion compared to 2016.
Over 580 additional posts in schools will be funded to cater for children with special needs, growth in student population and small schools. This builds on the Budget 2018 measure which provided a one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level and Budget 2019 which provided over 1300 additional posts in schools.
The number of teachers has increased from 63,556 in 2015/16 to almost 71,000 in 2019/20, an increase of over 7,300 teaching posts. At the end of 2019, there will be up to 15,950 SNAs working in our schools, an increase of over 51% since 2011.
The Statistics Section of my Department's website contains extensive data in relation to our schools including pupil teacher ratios and teacher numbers. The latest figures in relation to pupil teacher ratios show an improved ratio of teachers to students from 16:1 to 15.2:1 at primary level and 13.8:1 to 13:1 at post primary level when comparing the 2015/16 school year to the 2018/19 school year. It is expected that these ratios will further improve when the statistics for the 2019/20 school year are published.
School Accommodation
Ceisteanna (185)
Paul Kehoe
Ceist:185. Deputy Paul Kehoe asked the Minister for Education and Skills the status of an application by an organisation (details supplied) for building works; and if he will make a statement on the matter. [41652/19]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that my Department has no current record of receiving an application for additional accommodation from the school in question.
My Department's capital investment programme provides for devolved funding for additional classrooms for existing schools where an immediate enrolment need has been identified. All school capital projects that have been approved, by my Department, under the Additional School Accommodation Scheme (ASA), may be viewed on my Department’s website, www.education.ie, which is updated regularly.
Schools Building Projects Status
Ceisteanna (186)
Jan O'Sullivan
Ceist:186. Deputy Jan O'Sullivan asked the Minister for Education and Skills when works will commence on a new school building for a school (details supplied); and if he will make a statement on the matter. [41654/19]
Amharc ar fhreagraFreagraí scríofa
The building project for the school to which the Deputy refers has been devolved for delivery to the local Education and Training Board (ETB).
I can confirm that the Service Level Agreement between my Department and the ETB has been signed and sealed. The ETB has now procured a design team for the project to design the buildings, obtain the necessary statutory planning permissions, and move the project onward to construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Special Educational Needs Service Provision
Ceisteanna (187)
James Browne
Ceist:187. Deputy James Browne asked the Minister for Education and Skills if the need to review the rejection of a child's application (details supplied) for SNA support will be examined; and if he will make a statement on the matter. [41696/19]
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.
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.
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 because the requirements outlined in Circular 0030/2014 were not complied with. 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 2019/20, 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.
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 (188)
Jackie Cahill
Ceist:188. Deputy Jackie Cahill asked the Minister for Education and Skills if a language unit will be provided in mid-County Tipperary to complement the units at Clonmel and Nenagh, both of which have long waiting lists, in order that the children of the area have an opportunity to access this important service; and if he will make a statement on the matter. [41704/19]
Amharc ar fhreagraFreagraí scríofa
My Department provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD). This includes provision for the establishement of special classes for pupils with SSLD in primary schools.
The opening and retention of a Speech and Language special class is contingent upon the Health Service Executive (HSE) being in a position to provide Speech and Language therapy to the students in the class. The availability and provision of speech and language therapy is the responsibility of the HSE.
63 Specific Speech and Language Disorder special classes in mainstream primary schools will be provided for the 2019/20 school year. This compares to 60 such special classes in 2011/12. In the period 2011 to 2019, the number of SSLD special classes has ranged from 60 - 65, depending on need.
The National Council for Special Education is an independent statutory body, whose functions include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). This includes responsibility, through its network of Special Educational Needs Organisers (SNEOs) for establishing special classes. Applications meeting the criteria for establishment of special classes, including Specific Speech and Language special slasses are approved by the NCSE.
The NCSE continues to monitor and review the requirement for special class places in particular areas and has capacity to establish such new classes or retain current classes where necessary, subject to the willingness of schools to open/retain classes. The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class SENOs take into account both the present and the future potential need for special class provision, and they must also be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.
There are currently three SSLD special classes in Tipperary, two in Clonmel and one in Nenagh. As the Deputy's question refers to the provision of further SSLD classes in this area, it has been forwarded to the NCSE for direct reply.
Schools Building Projects Status
Ceisteanna (189)
Jan O'Sullivan
Ceist:189. Deputy Jan O'Sullivan asked the Minister for Education and Skills further to Parliamentary Questions Nos. 247 and 251 of 19 February 2019, the status of progress on the delivery of a new campus for a school (details supplied); when building will commence; and if he will make a statement on the matter. [41747/19]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, a new school building for the school to which the Deputy refers is included is included in my Department's School Building Programme to be delivered as part of the National Development Plan. Officials in my Department are currently finalising a brief of the school. The purchase of a prefab was recently approved by my Department to cater for the school's immediate needs.
In order to facilitate the project, the acquisition of a school site is necessary. In this regard, agreement in principle has recently been reached with the landowner, following technical consideration and the legal conveyancing process has recently commenced. The planning for the new school can run simultaeously with the conveyancing process for the site.
School Transport Appeals
Ceisteanna (190)
Niamh Smyth
Ceist:190. Deputy Niamh Smyth asked the Minister for Education and Skills the status of an appeal by Bus Éireann (details supplied); if the response from the transport provider will be reviewed; and if he will make a statement on the matter. [41762/19]
Amharc ar fhreagraFreagraí scríofa
School Transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of the 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 the 2018/2019 school year over 117,500 children, including over 13,000 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €200m in 2018.
The School Transport Appeals Board, which is independent of my Department, determines appeals against decisions made by, or on behalf of, the Department of Education and Skills regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes.
With regard to the case referred to by the Deputy, an appeal was lodged with the School Transport Appeals Board on 28 August 2019.
The Board has requested the School Transport Section of the Department of Education and Skills to provide a report in accordance with the terms of the Board’s Operating Procedures.
When received, the Board will liaise directly with the family regarding the appeal date and their subsequent deliberations.
Schools Building Projects Status
Ceisteanna (191)
Seán Haughey
Ceist:191. Deputy Seán Haughey asked the Minister for Education and Skills when a school (details supplied) will have a permanent building; the arrangements that have been made to ensure that the school can continue in its current temporary facility until the new permanent school is ready to occupy; and if he will make a statement on the matter. [41787/19]
Amharc ar fhreagraFreagraí scríofa
The procurement process for a bundle of projects is due to commence in the coming weeks with the publication of a contract notice to determine a shortlist of interested contractors. The new school building for the school referred to by the Deputy is part of this bundle of projects.
The procurement process (and the associated tendering to short-listed contractors) for this bundle of projects will be ongoing during Q4 2019 and Q1 2020.
It is anticipated that construction of this school building project will commence in Q2 2020. A phased construction programme is planned to facilitate occupation of the new permanent school building by end 2020/early 2021.
My Department is well aware of the urgency of this project and the issues in relation to it's current temporary location and will be working with the school authorities in relation to solutions for same.
Student Grant Scheme Administration
Ceisteanna (192, 193)
Joe Carey
Ceist:192. Deputy Joe Carey asked the Minister for Education and Skills the reason SUSI when establishing the shortest most direct route under Article 27 (3)(a) of the student grant scheme 2019 as it applies to adjacent, non-adjacent qualification rate is using an application (details supplied) for the quickest route based on live traffic at 1 a.m. in view of the fact this time does not reflect when a student may be travelling to or from college; and if he will make a statement on the matter. [41794/19]
Amharc ar fhreagraJoe Carey
Ceist:193. Deputy Joe Carey asked the Minister for Education and Skills the number of third level student grants that have moved in the 2019-20 academic year from non-adjacent to adjacent rate as a consequence of SUSI using an application (details supplied) to calculate the quickest route as opposed to the shortest route based on live traffic; and if he will make a statement on the matter. [41795/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 192 and 193 together.
The current qualifying distance of 45km for the higher non-adjacent rate of student grant, takes into account a reasonable radius within which students may commute on a daily basis.
The measurement of the distances relating to the award of adjacent or non-adjacent rates of student grant is a matter for the relevant grant awarding authority. The distance measurement for student grant rates is governed by Article 27(3)(a) and (b) of the Student Grant Scheme 2019. This provides that the relevant distance will be measured in line with agreed guidelines.
The guidelines require that the shortest most direct route between the applicant's normal residence and the institution being attended should apply. In determining the shortest most direct route, the relevant awarding authority shall establish:
- the method for measuring a route; and
- the factors to be taken into account in establishing and measuring a route.
SUSI has progressively introduced a number of measures that are intended to make the Student Grant Scheme more efficient for students. One of these measures is the introduction of Eircode which has helped to reduce processing times for applicants.
However, the actual calculation of distance from a student's home to college has not changed from previous years, and SUSI continues to use google maps to calculate distance.
With regard to the number of students who have moved from the non-adjacent to the adjacent rate in 2019/20, there can be a number of reasons why a student may move from one grant rate to another. These include: students returning from studying abroad e.g. for work placement or Erasmus; change of college or campus; permanent change of normal address etc. For the 2019/20 academic year SUSI has advised that to date, 210 renewal students have moved from non-adjacent to adjacent. SUSI has also advised that to date, 170 students have moved from adjacent to non-adjacent
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe. Such appeals can be made by the appellant on line via www.studentgrantappeals.ie
Schools Building Projects Status
Ceisteanna (194)
Pat the Cope Gallagher
Ceist:194. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of an application by a school (details supplied) for a new school building; the progress made on the project over the past six months; the timeline for the complete delivery of this school project in County Donegal; and if he will make a statement on the matter. [41802/19]
Amharc ar fhreagraFreagraí scríofa
The building project referred to by the deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
The project is currently working through the architectural planning process at Stage 2a (Developed Design) where the preferred option design is developed to a stage where the project is fully cost planned and prepared to lodge for statutory approvals.
My Department recently received the Stage 2a submission from the Design Team, which is now under review. Following the Department’s review of the submission, a Stakeholders meeting will be arranged, to which the school will be invited, and if there are no issues outstanding after the Stage 2(a) meeting the project can be authorised to progress to Stage 2b (Detailed Design Stage). This stage includes the applications for Planning Permission, Fire Certificate, Disability Access Certificate and the preparation of Tender Documents.
Schools Refurbishment
Ceisteanna (195)
Pat the Cope Gallagher
Ceist:195. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills if a school (details supplied) will be added to the major capital schools programme 2016 to 2021; if his attention has been drawn to the scale of works required at the school through rapid expansion of its school enrolment; and if he will make a statement on the matter. [41803/19]
Amharc ar fhreagraFreagraí scríofa
Under my Department’s Additional Accommodation Scheme approval has been given to the management authority of the school in question for the provision of a 2 classroom SEN Base, 6 mainstream classrooms, GP/Dining area and 1 moderate/mild learning disability classroom and the delivery of this accommodation has been devolved to school authority.
In addition the school referred to by the Deputy has also submitted an application for Roof repairs under my Department's multi-annual Summer Works Scheme (SWS) 2020 onwards. I wish to advise the Deputy that commensurate with the level of funding available for the SWS in 2020, applications will be assessed on a top down basis in accordance with the prioritisation criteria outlined in the governing Circular Letter for the Scheme. This Circular Letter (0027/2019) is available on my Department's website www.education.ie.
As the Deputy is aware, under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings, starting in the second half of the Project Ireland 2040 period.
Departmental Staff Data
Ceisteanna (196)
Catherine Murphy
Ceist:196. Deputy Catherine Murphy asked the Minister for Education and Skills the number of full-time and part-time civil servants his Department has recruited by grade in each of the years 2014 to 2018 and to date in 2019; the number of full-time and part-time civil servants his Department has lost due to retirement by grade in the same period; and if he will make a statement on the matter. [41816/19]
Amharc ar fhreagraFreagraí scríofa
The information requested by the Deputy is provided in the table at the link, which outlines the numbers of staff who were recruited into my department via open or interdepartmental competition and staff who retired or resigned between 2014 and 2018 and up to 30 September 2019.
In relation to the request for information on retirements, it should also be noted that my department does not lose staff solely due to retirement or resignation. The majority of departures from my department arise from our people being successful in interdepartmental and open promotional competitions run through the Public Appointments Service. They can also relocate under the Civil Service Mobility scheme or on Secondment.
Home Tuition Scheme Eligibility
Ceisteanna (197)
Charlie McConalogue
Ceist:197. Deputy Charlie McConalogue asked the Minister for Education and Skills if home tuition will be approved for a child (details supplied) in County Donegal from September 2021; and if he will make a statement on the matter. [41840/19]
Amharc ar fhreagraFreagraí scríofa
The matter raised by the Deputy relates to pre-school education and childcare. These matters fall within the remit of my colleagues, the Minister for Children & Youth Affairs.
My Department does not provide funding to pre-school services other than to early intervention for children with Autism.
Supports for childcare, including pre-school education, are provided by the Department of Children and Youth Affairs (DCYA).
Schools Refurbishment
Ceisteanna (198)
Pat the Cope Gallagher
Ceist:198. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of an application by a school (details supplied); and if he will make a statement on the matter. [41848/19]
Amharc ar fhreagraFreagraí scríofa
I wish to confirm that my Department received an application for capital funding in 2018 for a new sports hall, from the school referred to by the Deputy.
As the Deputy is aware, under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings, to include the building and modernisation of PE facilities in post-primary schools.
Under Project Ireland 2040, we will invest €8.4 billion (compared to €4.9 billion in the previous decade) in primary and post primary school buildings. The government is committed to a PE Hall build and modernisation programme, starting in the second half of the Project Ireland 2040 period.
School Placement
Ceisteanna (199)
Fiona O'Loughlin
Ceist:199. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the assistance in place to aid parents trying to secure places in schools for the 2020-21 school year; and if he will make a statement on the matter. [41850/19]
Amharc ar fhreagraFreagraí scríofa
This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. In schools where there are more applicants than places available a selection process may be necessary.
It is a matter for the Board of Management which selection criteria are included in their enrolment policy and in what priority these criteria are applied. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
A list of schools in the area can be found on my Department’s website at the following link: https://www.education.ie/en/find-a-school
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school. Further information on the Section 29 appeals process is available on the Department's website at the following link:
https://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/
However, if parents are in a position that they cannot secure any place for their child they may wish to call the Education Welfare Service of the Child and Family Agency (Tusla) which is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
School Accommodation
Ceisteanna (200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212, 213)
Darragh O'Brien
Ceist:200. Deputy Darragh O'Brien asked the Minister for Education and Skills the steps he is taking to resolve the shortage of primary school places in Kinsealy, Malahide and Portmarnock; and if he will make a statement on the matter. [41871/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:201. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of primary school places in Swords; and if he will make a statement on the matter. [41872/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:202. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of primary school places in Donabate; and if he will make a statement on the matter. [41873/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:203. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of primary school places in Balbriggan; and if he will make a statement on the matter. [41874/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:204. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of primary school places in Rush; and if he will make a statement on the matter. [41875/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:205. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of primary school places in Skerries; and if he will make a statement on the matter. [41876/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:206. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of primary school places in Lusk; and if he will make a statement on the matter. [41877/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:207. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Kinsealy, Malahide and Portmarnock; and if he will make a statement on the matter. [41878/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:208. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Swords; and if he will make a statement on the matter. [41879/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:209. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Balbriggan; and if he will make a statement on the matter. [41880/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:210. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Donabate; and if he will make a statement on the matter. [41881/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:211. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Rush; and if he will make a statement on the matter. [41882/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:212. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Lusk; and if he will make a statement on the matter. [41883/19]
Amharc ar fhreagraDarragh O'Brien
Ceist:213. Deputy Darragh O'Brien asked the Minister for Education and Skills the measures he is taking to resolve the shortage of secondary school places in Skerries; and if he will make a statement on the matter. [41884/19]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 200 to 213, inclusive, together.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
As the Deputy will be aware, in April 2018 the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including the following new primary schools to be established in the areas referred to by the Deputy:
- A new 8-classroom primary school to serve the Swords school planning area (South) to be established in 2019;
- A new 8-classroom primary school to serve the Swords school planning area (North) to be established in 2019, which will now open in 2020.
- A new 16-classroom primary school to serve the Donabate school planning area to be established in 2020.
In addition, the following new post-primary schools were also established in the areas referred to by the Deputy in recent years:
- A new 1,000 pupil post-primary school established in 2013 to serve the Rush & Lusk school planning area;
- A new 700 pupil post-primary school established in 2014 to serve the Balbriggan school planning area;
- A new 700 pupil post-primary school established in 2016 to serve the Balbriggan school planning area;
- A new 1,000 pupil post-primary school established in 2018 to serve the Malahide and Portmarnock school planning areas as a regional solution; and
- A new 1,000 pupil post-primary school established in 2018 to serve the Swords school planning area.
I wish to advise the Deputy that the current status of large-scale projects being delivered under project Ireland 2040 may be viewed on my Department's website, www.education.ie and this information is updated regularly.
The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme can be found on my Department's website www.education.ie and this information is also updated regularly.
The requirement for new schools will be kept under on-going review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.