Written Answers Nos. 203-222
203. Deputy Anne Rabbitte asked the Minister for Education and Skills when the inspector’s report for a school (details supplied) will be published; the reason the report has not been released to the school; and if he will make a statement on the matter. [2790/20]
Amharc ar fhreagraAn incidental inspection (a one-day, unannounced inspection) was undertaken in St. Anne’s Special School 19567K, Merlin Park Galway on 27 March 2019. Incidental inspections are carried out in accordance with procedures for inspection approved by the Minister For Education and Skills under Section 13(8) of the Education Act, 1998. These procedures are available to schools and others in Guide to Inspection in Primary Schools (Department of Education and Skills, 2016) which is available on my Department’s website. The procedures provide that oral feedback is given to the principal of the school at the conclusion of an incidental inspection and that a written report is not provided. Consequently, an individual written report will not issue or be published arising from this incidental inspection in Scoil Áine.
204. Deputy Michael McGrath asked the Minister for Education and Skills when he expects a school building to be put in place for a special needs school (details supplied) in County Cork; the process and timeline in this regard; and if he will make a statement on the matter. [2791/20]
Amharc ar fhreagraI wish to advise the Deputy that my Department is committed to the provision of a new building for the school to which he refers.
A new site is required to faciliate this and my Department is exploring a potential option in this regard. It is therefore not possible, at this point, to indicate a timeline for the construction of a new school building.
205. Deputy Michael McGrath asked the Minister for Education and Skills the position regarding the so-called New Brunswick model in the area of special education; if children with ASD with very significant needs will continue to receive their education in a special school in the appropriate circumstances; and if he will make a statement on the matter. [2793/20]
Amharc ar fhreagraIn September 2018, the NCSE was requested to develop policy advice on the educational provision that should be in place for students educated in special schools and classes and to make recommendations on the provision required to enable them achieve better outcomes.
It was agreed that the report will be completed and submitted by June 2020.
The NCSE was also requested to provide a progress report which was submitted to me on 5 November 2019.
The progress report provides an overview on the evolution of special education policy and provision in Ireland together with some preliminary analysis of emerging themes from a review of research literature; study visits to other jurisdictions; and consultations with parents, teacher unions and education representative bodies, students, advocacy groups; school visits and relevant Government Departments and bodies. This also inlcuded a study visit to New Brunswick, Canada to see how an education system, without special schools or special classes, support students with special educational needs.
The Progress Report does not draw any definitive conclusions and the preliminary findings are tentative.
The NCSE progress report is available on the NCSE's website.
The NCSE has commenced engagement in a public consultation with parents, students, people with disabilities, educators and other educational partners and stakeholders. The focus of this consultation will be on how best to move forward in the education of students currently being educated in special schools and classes.
Following this public consultation and further deliberations by NCSE, the policy advice will be finalised and submitted to the Minister by June 2020.
It is important to note that at this stage, the NCSE has not made any recommendations regarding the future education provision in any special school in its progress report.
206. Deputy Michael McGrath asked the Minister for Education and Skills the position regarding a child (details supplied) in County Cork qualifying for an exemption from Irish; and if he will make a statement on the matter. [2795/20]
Amharc ar fhreagraCirculars 0052/2019 (Primary) and 0053/2019 (Post-primary) outline the exceptional circumstances under which a school may grant an exemption from the study of Irish.
A special class is one that is designated and resourced by the NCSE - https://ncse.ie/special-classes. Pre-schools are not covered by these arrangements.
In line with other Department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model. Therefore a psychological/medical report is no longer a requirement and, while such a report may be available, it is not the primary supporting document for schools to consider when processing an application for granting an exemption from the study of Irish. While an external report might recommend an exemption, it is up to the school to decide if they the available evidence, (including ongoing support, response to intervention and current level of need as identified in school testing) is sufficient to meet the criteria for the granting of an exemption as set out in Section 2.2 of the relevant Circular.
207. Deputy Niall Collins asked the Minister for Education and Skills if the amalgamation of two national schools (details supplied) in County Limerick will be agreed to; and if he will make a statement on the matter. [2799/20]
Amharc ar fhreagraI can confirm that my Department has received a request to amalgamate the two schools referred to by the Deputy.
Additional information has been sought from the Patron and once received, the matter will be considered further.
208. Deputy James Browne asked the Minister for Education and Skills the position regarding the creation of a facility (details supplied); and if he will make a statement on the matter. [2806/20]
Amharc ar fhreagraUnder the statutory framework detailed in the Technological Universities Act 2018, it is a matter, in the first instance, for the relevant Institutes of Technology participating in a TU development consortium to progress their plans and when ready to make an application to the Minister seeking an order establishing a TU subject to their meeting the eligibility criteria prescribed in the 2018 Act. Upon establishment, the siting of its multi-campuses are a matter for the TU.
The establishment of TUs, including in the South East, is an important part of the Government's higher education policy. In this context, Waterford Institute of Technology and the Institute of Technology Carlow, which together form the Technological University for South East Ireland (TUSEI) development consortium, continue to work towards submission of an application for TU designation under the 2018 Act.
209. Deputy Anne Rabbitte asked the Minister for Education and Skills if temporary provision for a SNA for a person (details supplied) for even just one hour per day will be examined; if there are alternative arrangements in place to secure additional hours mid-way through the school year; if additional hours can be added on compassionate grounds; and if he will make a statement on the matter. [2846/20]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on 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 deployment of SNAs within schools is a matter for the individual Principal/Board of Management. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
At the end of 2019 there were approximately 15,950 SNAs working in our schools, an increase of over 51% since 2011.
As this query relates to an application for SNA support for a particular pupil, I have referred the question to the NCSE for their direct reply. As Minister, I do not have a role in making determinations in individual cases.
210. Deputy Niamh Smyth asked the Minister for Education and Skills the position regarding the July provision for special needs children; and if he will make a statement on the matter. [2873/20]
Amharc ar fhreagraMy Department's July Provision Scheme provides funding for an extended school year for students with a severe/profound general learning disability and/or 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 National Council for Special Education (NCSE) which advises me on these matters published its Policy Advice on Educational Provision for Children with Autism in July 2016 which included a review of the July Scheme.
The 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. 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.
My Department has convened an Implementation Group to ensure that the Report’s recommendations are fully and appropriately considered.
There has been consultation with a number of other Departments and State agencies regarding the future direction of the July Education Programme.
It is expected that proposals for a revised scheme will be submitted shortly following which there will be consultations with stakeholders before final decisions are made.
211. Deputy Niamh Smyth asked the Minister for Education and Skills the position regarding the ongoing crisis with school secretaries at the delay in actions that would have their pay and conditions put on a par with all other public servants; his views on this matter; and if efforts will be made towards a speedy resolution that avoids potential industrial action at schools. [2874/20]
Amharc ar fhreagraI recognise the very important work done by these staff, and the other support staff in the running of our schools. I have spoken to a number of secretaries about their employment conditions and understand the issues they have raised.
In Budget 2020 I increased the number of secretaries and caretakers in certain schools, allowing schools with enrolments of 500-625 to fill secretary vacancies provided they have fewer than 1.5 secretaries; schools with enrolments of 626-699 to fill vacancies provided they have fewer than two secretary posts filled, and schools of 700 or more to fill caretaker vacancies provided they have fewer than two caretakers. These measures will take effect from September 2020.
In Spring 2019 I relaxed the moratorium for those C&C and ETB schools with enrolments of 700 and more which allow them to employ additional school secretaries up to a maximum of two per school. There are 91 schools in the C&C and ETB Sector who meet this criteria, based on the information currently available to this Department. This was an initial step and took immediate effect.
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 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 terms of employment 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 covered 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 has from 1 January 2019, been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrator’s recommendation applies.
The survey of Secretaries and Caretakers identified some schools that are non-compliant with the provisions of the 2015 Arbitration Agreement, and my Department has contacted these schools to remind them of their obligations under the agreement, as implemented through various circulars. The following links will bring you to the most recent circulars in respect of the pay increases under the 2015 Arbitration Agreement.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0076_2018.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0077_2018.pdf
Officials from my Department attended a meeting of the Joint Committee on Education and Skills on the 9th of April 2019 to discuss the status of non-teaching staff.
In May last year officials from my Department had discussions with FÓRSA trade union representatives as part of a planned meeting. FÓRSA took the opportunity to formally table a pay claim.
This was tabled as a follow-on claim from the pay agreement for this cohort of staff which lasted until December 2019. The Department issued surveys on the 10th of July 2019 to establish the full current cost of the trade union’s claim. This is standard practice.
Officials from the Department met with FÓRSA representatives last September. Management Bodies representing the employers of schools impacted by the action were also in attendance at the meeting. The purpose of the meeting was to further explore the details of the pay claim as presented by FÓRSA and the nature of the industrial action.
On 30 September 2019 FÓRSA requested the Department to agree to use the services of the Workplace Relations Commission (WRC) to resolve the dispute. As is normal practice the Department agreed to use the industrial relations machinery of the state in an effort to resolve this matter.
In order to address the various issues within the claim and to arrive at a mutually acceptable solution, the Department and Management Bodies are in discussions with FÓRSA under the auspices of the WRC. These talks are subject to the normal procedures including confidentiality. The talks began in the WRC in October.
Following industrial action, which commenced on 10 January, both parties have agreed to return to talks at the WRC. FÓRSA agreed to the WRC request to suspend their ongoing work-to-rule to allow the talks to progress. This suspension was effective from 21 January 2020.
212. Deputy Niamh Smyth asked the Minister for Education and Skills if his attention has been drawn to the fact that children are being taught in schools without the necessary supports due to delays in assessments for children attending school who have developmental issues and may require specialised support; the efforts being taken to clear this backlog; and if he will make a statement on the matter. [2875/20]
Amharc ar fhreagraI can inform the Deputy that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Additionally some pupils with developmental issues may require an assessment of need, which is provided by the HSE services.
My Department’s National Educational Psychological Service delivers a tiered, consultative model of service. Each school takes responsibility for initial assessment, educational planning and intervention for pupils with difficulties including those with developmental delay. Teachers consult with their NEPS psychologist for assistance 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 directly 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 support. I would advise that parents of children in schools for whom concerns exist in relation to developmental delay should, in the first instance, raise the matter with the principal of the relevant school with a view to involving the assigned NEPS psychologist in the issue, where appropriate.
213. Deputy Fergus O'Dowd asked the Minister for Education and Skills if assistance can be provided to a school (details supplied) with regard to the perceived extortionate insurance premiums it is facing; and if he will make a statement on the matter. [2886/20]
Amharc ar fhreagraMy Department is aware of very significant increases in insurance costs in some special schools, through correspondence received from some special schools, discussions with the National Association of Boards of Management in Special Education (NABMSE) and media reports.
These increases appear due, in some instances, to an annual increase in insurance costs generally and, in some cases, an increase in claims against special schools.
While securing and maintaining adequate and appropriate insurance cover is a matter for the managerial authority of each school, my Department has been working as a matter of urgency with NABMSE and relevant Government departments, including the Department of Public Expenditure and Reform and the State Claims Agency, to seek a resolution to the issue of increased insurance costs in special schools.
A number of options were identified to address the issue and the development of a group insurance scheme for special schools appeared to be the most viable option.
NABMSE agreed to act as contracting agent and 47 special schools subsequently signed up for the Group Scheme option.
A tender went to market on 20 September 2019. The outcome of this initial tendering process, which was completed late last year, has been disappointing and has not provided NABMSE with options for the establishment of a group scheme, which at a minimum, would provide for a stabilisation of premium rates for individual schools.
My Department was updated on the outcome of this tendering process at a meeting last December
In 2019, a number of special schools contacted my Department directly, advising of financial difficulties arising from significant increases in insurance premiums, ranging between 30% to over 700% in the last 2 years. My Department has advanced school capitation payments on an exceptional basis to a small number of special schools, where they have made direct contact, advising of increases in their insurance costs.
The capitation grant is provided to schools to cater for day to day running costs. Where an advance in capitation is made, my Department will take into account the amount of capitation due to the respective schools, and the impact a full recoupment at once might have on the ability of those schools to meet other costs. With this in mind, my Department will engage with individual schools on methods of recoupment that are manageable.
It is not sustainable however for my Department to continue to advance capitation payments as a way of meeting vastly increased insurance premiums.
Officials from my Department are continuing to engage as a matter of urgency, with NABMSE and relevant Government departments, including the Department of Public Expenditure and Reform and the State Claims Agency, in order to achieve a resolution for impacted special schools.
All Boards of Managements of schools are obliged to comply with Section 18 of the Education Act 1998 which requires a board to keep all proper and usual accounts and to ensure all such accounts are properly audited or certified in accordance with best accounting practice. Boards are also required to comply with the arrangements set out in my Department’s circulars 0060/2017 and 0002/2018 in relation to the operation of the Financial Services Support Unit (FSSU). This includes the submission of accounts to the FSSU by an external accountant/auditor who has a current Practicing Certificate, Professional Indemnity Insurance and is registered with a prescribed accountancy body in the State.
The independence of an external accountant/auditor provides assurance to the Board and the State that the accounts are prepared in line with good accounting practice and standards.
214. Deputy Brendan Smith asked the Minister for Education and Skills his plans to implement measures to improve the employment conditions of school secretaries; when he plans to deal with the outstanding issues; and if he will make a statement on the matter. [2929/20]
Amharc ar fhreagraI recognise the very important work done by these staff, and the other support staff in the running of our schools. I have spoken to a number of secretaries about their employment conditions and understand the issues they have raised.
In Budget 2020 I increased the number of secretaries and caretakers in certain schools, allowing schools with enrolments of 500-625 to fill secretary vacancies provided they have fewer than 1.5 secretaries; schools with enrolments of 626-699 to fill vacancies provided they have fewer than two secretary posts filled, and schools of 700 or more to fill caretaker vacancies provided they have fewer than two caretakers. These measures will take effect from September 2020.
In Spring 2019 I relaxed the moratorium for those C&C and ETB schools with enrolments of 700 and more which allow them to employ additional school secretaries up to a maximum of two per school. There are 91 schools in the C&C and ETB Sector who meet this criteria, based on the information currently available to this Department. This was an initial step and took immediate effect.
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 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 terms of employment 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 covered 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 has from 1 January 2019, been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrator’s recommendation applies.
The survey of Secretaries and Caretakers identified some schools that are non-compliant with the provisions of the 2015 Arbitration Agreement, and my Department has contacted these schools to remind them of their obligations under the agreement, as implemented through various circulars. The following links will bring you to the most recent circulars in respect of the pay increases under the 2015 Arbitration Agreement.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0076_2018.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0077_2018.pdf
Officials from my Department attended a meeting of the Joint Committee on Education and Skills on the 9th of April 2019 to discuss the status of non-teaching staff.
In May last year officials from my Department had discussions with FÓRSA trade union representatives as part of a planned meeting. FÓRSA took the opportunity to formally table a pay claim.
This was tabled as a follow-on claim from the pay agreement for this cohort of staff which lasted until December 2019. The Department issued surveys on the 10th of July 2019 to establish the full current cost of the trade union’s claim. This is standard practice.
Officials from the Department met with FÓRSA representatives last September. Management Bodies representing the employers of schools impacted by the action were also in attendance at the meeting. The purpose of the meeting was to further explore the details of the pay claim as presented by FÓRSA and the nature of the industrial action.
On 30 September 2019 FÓRSA requested the Department to agree to use the services of the Workplace Relations Commission (WRC) to resolve the dispute. As is normal practice the Department agreed to use the industrial relations machinery of the state in an effort to resolve this matter.
In order to address the various issues within the claim and to arrive at a mutually acceptable solution, the Department and Management Bodies are in discussions with FÓRSA under the auspices of the WRC. These talks are subject to the normal procedures including confidentiality. The talks began in the WRC in October.
Following industrial action, which commenced on 10 January, both parties have agreed to return to talks at the WRC. FÓRSA agreed to the WRC request to suspend their ongoing work-to-rule to allow the talks to progress. This suspension was effective from 21 January 2020.
215. Deputy Dara Calleary asked the Minister for Education and Skills if correspondence from a school (details supplied) in County Mayo has been received; if his attention has been drawn to the issues in the correspondence; the steps that have been taken; the further steps that will be taken to address the issues; the timeframe for completion of satisfactory works; and if he will make a statement on the matter. [2938/20]
Amharc ar fhreagraThe Department has recently requested reports and comprehensive surveys to be carried out on Gaelscoil na Cruaiche in relation to the roof and the sewerage system. On receipt and examination of these reports, decisions will be made in respect of what remedial works are required.
The Board of Management of Gaelscoil na Cruaiche is being kept informed of all developments.
216. Deputy Anne Rabbitte asked the Minister for Education and Skills further to Parliamentary Question No. 209 of 5 November 2019, the alternative options for parents to access school transport services at the school which have been withdrawn, leaving many parents without school transport; the availability of additional funding that either parents or schools can apply to for subvention of transport in such cases; if a review of individual cases can be conducted in cases where parents have been excluded from the transport scheme; and if he will make a statement on the matter. [2950/20]
Amharc ar fhreagraMy Department's practice has been to respond to the needs of long term or repeat child patients in hospitals and HSE Child and Adolescent Mental Health Services (CAMHS) facilities through the establishment of special schools or through the funding of part-time teaching hours.
The purpose of educational provision in HSE CAMHS Units is a short term intervention designed to provide for some continuity of education during the child/young person’s stay as an in-patient. Not all children/young people attending CAMHS are medically fit to avail of education during all of their stay.
Since 2014, my Department’s policy is to provide teaching staff in CAMHS facilities at a pupil teacher ratio of 6:1 on the basis of the number of inpatient beds in each CAMHS unit. The school refered to by the deputy is one such school.
Current policy does not provide for an additional teaching allocation for CAMHS facilities for children/young people attending as day or out-patients, as young people attending CAMHs as day patients can apply for Home Tuition support to provide for compensatory education in respect of time missed from school, due to medical reasons or attendance at a medical unit.
As not all inpatient beds in CAMHS Units may be filled at any given time, in such instances, subject to prior approval by my Department, CAMHS Units may utilise spare teaching capacity from their allocated 6:1 ratio to offer guidance or support for children/young people attending CAMHS facilities as day patients, and to assist in maintaining some continuity of education from their base school or liaison with their base school on days that they attend the CAMHS Unit.
Students in the special school referred to by the Deputy are attending the HSE CAMHS facility, in the first instance, as in-patients, day patients or out-patients for mental health issues.
While the special school in question was originally designated as a special school for Severe Emotional Behaviour Disturbance, since the school’s re-location with the HSE’s CAMHS unit, the teaching staff allocation has been provided on the basis of the policy outlined above for CAMHS facilities.
The CAMHS team may refer patients to the school for short term education intervention, designed to provide for some continuity of education, while a patient of the CAMHS Unit. All students remain enrolled in their base schools while attending the CAMHS unit. Special schools attached to CAMHS Units do not enrol students on a full time basis, as their main education placement. Therefore, the school's enrolment remains transient.
The purpose of the Transport Scheme for Children with Special Educational Needs is to support the transport to and from school of children with special educational needs arising from a diagnosed disability. Children are eligible when they are attending the nearest recognised mainstream school, special class in mainstream or special school that is or can be resourced to meet their special educational needs. Eligibility is determined in consultation with the NCSE through its network of SENOs.
As students in special schools attached to a CAMHS facility, including the School referred to by the Deputy, are, in the first instance, attending CAMHS as in-patients, day patients or out-patients for mental health issues, transport to the HSE CAMHS unit does not come within the remit of my Department’s Transport Scheme for Children with Special Educational Needs.
In previous years, Special School Transport was provided in error to a number of students who attended this special school while day patients of CAMHS. This arrangement was allowed to continue for these students until they completed their time in CAMHS.
My Department has informed the school that its enrolment policy is to be brought in line with my Department’s policy for the provision of education to children and young people who are in-patients in the CAMHS unit in Merlin Park for the 2020/21 school year onwards; and submit a copy of same once it is complete.
In the interim, the school has been advised that, as an exceptional measure, applications for students who were enrolled in this school for the first time in 2019/20 will now also be considered but no further applications will be considered for the 2020/21 school year onwards.
217. Deputy Anne Rabbitte asked the Minister for Education and Skills the availability of grants for schools to purchase a bus for use for sporting events and other outings; if a primary and secondary school in the same locality can make a joint application for such a grant; and if he will make a statement on the matter. [2953/20]
Amharc ar fhreagraIn relation to your query regarding the availability of grants for schools to purchase buses for use at sporting events and other outings, there is no provision in our School Transport Schemes to provide for this type of arrangement.
218. Deputy Anne Rabbitte asked the Minister for Education and Skills the availability of grants for the upgrading of information technology systems in a secondary school; and if he will make a statement on the matter. [2954/20]
Amharc ar fhreagraThe Digital Strategy for Schools 2015-2020, sets out my Department's policy regarding the embedding of the use of digital technology in teaching, learning and assessment, and affirms that the use of digital technology can enhance the teaching and learning experience. The Strategy recognises that schools require investment in their ICT infrastructure. Funding of some €210m is designated to support the implementation of this strategy, with €110m of that funding commitment issued to schools over the past three years.
I recently announced that a further €40m will issue to schools in respect of the 2019/2020 school year, to issue shortly. A further €10m will be distributed to schools later in the school year through an Additional Funding application process, with schools qualifying for additional funding based on evidence of their engagement with Digital Strategy initiatives. This provision of funding will support schools in updating and renewing their ICT infrastructure and assist schools to embed innovative and cutting edge technologies to enhance teaching, learning and assessment in their schools.
Expenditure of this grant funding should align with the school's Digital Learning Plan, with advice and support on developing this plan available from the PDST-TiE at https://www.pdsttechnologyineducation.ie/en/Planning/. In that context, the funding can be used for a broad range of requirements outlined in the relevant circular issued to schools regarding the Digital Strategy grant funding.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice to schools and have developed advice sheets on digital technology in education, in addition to providing professional learning for teachers.
All new school buildings and additional classroom accommodation projects receive ICT grant funding as part of their furniture and equipment funding from the Planning and Building Unit of the Department.
219. Deputy Fergus O'Dowd asked the Minister for Education and Skills the position regarding the possible delays to a school (details supplied) transferring to its new premises which is currently occupied by another school currently awaiting transfer to its own site; if the matter can be expedited in view of the severe disruption that delays will have in terms of the school not being in a position to transfer during the summer months; and if he will make a statement on the matter. [2965/20]
Amharc ar fhreagraA major building project for the school referred to by the Deputy when complete will provide for a 24 classroom school and a 2 classroom SEN unit.
The project is being delivered through my Department's Design and Build Programme. It is anticipated that the school will decant during the summers months.
The school currently located in the building has received planning permission which will allow it move to an alternative location.
220. Deputy Michael Healy-Rae asked the Minister for Education and Skills the reason for the delay in the issuing of Teaching Council numbers (details supplied); and if he will make a statement on the matter. [2966/20]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
For teachers who qualified within Ireland, the Teaching Council advise that the registration process may take up to 6-8 weeks from receipt of complete application including all associated documentation, taking into account peak processing periods, e.g. summer. This timeframe is outlined in the information on the Teaching Council website.
Where a person has obtained their teaching qualifications in another Member State of the EU, Directive 2005/36/EC, as amended, applies. This Directive governs the recognition of professional qualifications across Member States. Where a person has obtained their teaching qualifications and is eligible to practice the profession in another Member State, they may apply to the Teaching Council to seek recognition of their qualifications in accordance with the provisions of the Directive. Assessment of qualifications to determine that they are comparable to accredited qualifications in Ireland may take approximately twelve weeks from the date of receipt of all requested documentation, in accordance with the EU Directive timelines. Applicants must also meet standard registration requirements in relation to character reference, garda vetting and overseas police clearances.
The Teaching Council has advised me that where a complete application is submitted and fit and proper person requirements including garda vetting/police clearance are met registration can be completed faster than the standard registration timelines set out above.
221. Deputy Niamh Smyth asked the Minister for Education and Skills the status of a new school building for a school (details supplied); if the site for the new school building has been secured; if not, the stage it is at; and if he will make a statement on the matter. [3002/20]
Amharc ar fhreagraI am pleased to inform the Deputy that a site has been identified to accommodate a permanent school building for the school to which she refers.
The site acquisition process is complex as it is subject to completion of successful negotiation and conveyancing processes. Therefore, it is not possible to give a definitive timeframe for the completion of the acquisition. My officials will endeavour to bring the process to a conclusion as soon as possible.
Following the completion of the acquisition, the architectural planning process for the provision of a new permanent building for the school in question will commence.
222. Deputy Éamon Ó Cuív asked the Minister for Education and Skills when a decision will be made on an application for urgent works by a school (details supplied); the reason for the delay in considering the application in view of serious health and safety issues in this regard; and if he will make a statement on the matter. [3007/20]
Amharc ar fhreagraThe school to which the Deputy refers submitted an application under my Department's Emergency Works Scheme for structural works. The school has recently been informed, on appeal from the original decision, that the scope of works for the project was outside the terms of the Emergency Works Scheme and cannot be considered for emergency funding. It was further informed that it could apply for funding under the Department's Additional Accommodation Scheme.
