Written Answers Nos. 648-672
648. Deputy Alan Kelly asked the Minister for Education and Skills if she will provide details of her advisers and those of the Ministers of State; the remuneration packages of same; and the date of commencement in their role. [19669/20]
Amharc ar fhreagraOn the commencement of every Dáil, the Department of Public Expenditure and Reform issues Guidelines setting out the arrangements for the staffing of Ministerial Offices. The Guidelines for the 33rd Dáil are currently awaiting Government approval.
It should be noted that the appointment of individual Special Advisers is a matter for each Government Minister subject to the terms set out in the aforementioned Guidelines, although the appointments are also subject to formal Government approval. At this stage, no Special Advisers have been formally appointed to my Department by the Government. However, the Deputy may wish to note that I have to date assigned one person to work with me as Special Adviser and I will be nominating that person to Government for formal approval in due course.
The annual allowance payable to the office holder of Minister and Minister of State at the Department is €79,510 and €38,787 respectively. Full details of ministerial salaries/allowances are published on the Houses of the Oireachtas website.
649. Deputy Neale Richmond asked the Minister for Education and Skills the number of teaching posts that remain unfilled around the country; and if she will make a statement on the matter. [19694/20]
Amharc ar fhreagra651. Deputy Neale Richmond asked the Minister for Education and Skills the number of principal teacher positions that remain unfilled around the country; and if she will make a statement on the matter. [19696/20]
Amharc ar fhreagraTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school management annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management.
All teachers, including principals, are employed by school management and the onus is on the managerial authorities to fill all vacancies as permitted by the staffing arrangements. Appointments to teaching and principal positions are submitted to the Department and the processing of these appointments is ongoing in the payroll sections of my Department.
650. Deputy Neale Richmond asked the Minister for Education and Skills when the forward planning section of her Department will produce a report; and if she will make a statement on the matter. [19695/20]
Amharc ar fhreagraI take it that the Deputy is referring to the process of review of demographics for school planning purposes.
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 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, since April 2018 the Government announced plans for the establishment of 45 new schools over the four years 2019 to 2022. This followed nationwide demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country.
In addition to the new schools announced, there will be a need for further school accommodation in other areas in the future through either planned capacity increases in existing schools or additional accommodation or extensions to existing schools. The requirement for new schools is kept under on-going review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands.
My Department will also continue to monitor areas where the accommodation of existing schools may need to be expanded in order to meet the needs of the local population.
My Department is currently working on an updated demographic exercise to assess needs for the coming years. This work is at an advanced stage.
652. Deputy Ged Nash asked the Minister for Education and Skills the names and salaries of her special advisers; and the salaries paid to each Minister and Minister of State in her Department. [19719/20]
Amharc ar fhreagraOn the commencement of every Dáil, the Department of Public Expenditure and Reform issues Guidelines setting out the arrangements for the staffing of Ministerial Offices. The Guidelines for the 33rd Dáil are currently awaiting Government approval.
It should be noted that the appointment of individual Special Advisers is a matter for each Government Minister subject to the terms set out in the aforementioned Guidelines, although the appointments are also subject to formal Government approval. At this stage, no Special Advisers have been formally appointed to my Department by the Government. However, the Deputy may wish to note that I have to date assigned one person to work with me as Special Adviser and I will be nominating that person to be formally appointed by the Government in due course.
The annual allowance payable to the office holder of Minister and Minister of State at the Department is €79,510 and €38,787 respectively. Full details of ministerial salaries/allowances are published on the Houses of the Oireachtas website.
653. Deputy Paul Donnelly asked the Minister for Education and Skills the supports that have been put in place to help students returning to third-level education who are uncertain as to the way in which they will pay fees, especially in cases in which part-time income has been affected by Covid-19. [19749/20]
Amharc ar fhreagra658. Deputy Paul Donnelly asked the Minister for Education and Skills the supports available to help students returning to third-level education who are uncertain as to the way they will pay fees, particularly in circumstances in which their part-time income has been affected by Covid-19. [19794/20]
Amharc ar fhreagraUnder my Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate students with students paying the student contribution.
The student contribution is currently €3,000 with the last change in the 2014/2015 academic year. The exchequer pays all, or part of, this contribution on behalf of almost 50% of students eligible for free fees via the Student Grant Scheme.
Where students do not meet the eligibility criteria of the Free Fees Initiative, for example full-time undergraduate students who do not qualify for the free tuition fees; part-time undergraduates or; any post-graduate students, it is a matter for the higher education institution - as an autonomous body - to determine which fee rate is applicable for students.
Planning for models of blended learning is taking place against a backdrop of an evolving public health environment and will continue to be monitored and adapted as required to ensure the health and safety of all students and staff. The balance between face-to-face and online will vary across programmes and will depend on factors such as the disciplinary teaching and learning needs of, and the numbers of students registered on individual programmes as well as the practical/theoretical balance of learning outcomes in the programme.
Any determination as to the level of fees to be charged is a matter for each institution in accordance with it's own particular operational conditions and circumstances in ensuring education provision for students through this pandemic.
I am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic, and of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.
Accordingly, the following arrangements have been put in place:
For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019.
The means test arrangements of the Student Grant Scheme are applied nationally. Student grant applications are means tested on gross income from all sources earned inside and outside the State within a specified reference period. In the case of both employed and self-employed applicants, gross income, before deduction of income tax or universal social charge, is assessed with certain specified social welfare and health service executive payments excluded. Therefore, all income is assessed from the same starting point.
The Student Grant Scheme provides for different levels of income thresholds where families have (i) less than 4 dependent children (ii) between 4 and 7 dependent children and (iii) 8 or more dependent children. In recognition of the additional cost to families where more than one person is attending college, income thresholds may also be increased by up to €4,830 for each additional family member attending college at the same time. In this way, the Student Grant Scheme is responsive to the individual circumstances of particular families.
The income threshold for the special rate of grant has been increased from €24,000 to €24,500 for the 2020 scheme, so as to ensure that students from families dependent on welfare will continue to be eligible for the special rate of grant. (This reflects the Budget 2019 increase to the maximum point of the weekly State Contributory Pension, plus maximum Qualified Adult Allowance for a person over 66 years). Further information in relation to student grant assistance is available from SUSI’s website, www.susi.ie. The telephone number for SUSI’s Helpdesk is 0761 087 874.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists full-time and part-time students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie
Furthermore, as the Deputy will be aware, a substantial funding package of €168m was announced on 22 July for publically funded further and higher education providers under the remit of DFHERIS and for students to mitigate the impacts of Covid-19. This package of funding was developed following detailed engagement and assessment with the sector. As part of the allocation funding in the amount of €10m is being provided for student assistance and €15m for the provision of devices and equipment to assist disadvantaged students in accessing education. The distribution of the funds and the principles and eligibility criteria governing the additional supports for students including in relation to access to devices will be finalised over the coming days and weeks with key stakeholders. Further details will be made available as soon as this process has been completed.
654. Deputy Duncan Smith asked the Minister for Education and Skills when the ASD unit in a school (details supplied) will be opened; and if she will make a statement on the matter. [19750/20]
Amharc ar fhreagraThe school referred to by the Deputy has been approved a four classroom SEN base under my Department's Additional Accommodation Scheme 2019.
The school authority, to whom the project has been devolved for delivery, is currently in the process of appointing a Design Team and is being assisted by Dublin & Dún Laoghaire Education & Training Board (DDLETB) in that respect.
It is not possible at this early stage to give a definite timeline as to when the accommodation will be available.
655. Deputy Réada Cronin asked the Minister for Education and Skills the number of children in north County Kildare awaiting an appointment with a NEPS psychologist; the number waiting less than six, six to 12 and more than 12 months, in tabular form; and if she will make a statement on the matter. [19772/20]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware 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.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
656. Deputy Réada Cronin asked the Minister for Education and Skills the funding that will be allocated to schools in north County Kildare in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [19773/20]
Amharc ar fhreagra661. Deputy Paul Donnelly asked the Minister for Education and Skills the funding that will be allocated to schools in Dublin 7 and Dublin 15 in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [19837/20]
Amharc ar fhreagra665. Deputy John Brady asked the Minister for Education and Skills the amount of funding that will be allocated to schools in County Wicklow in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [19885/20]
Amharc ar fhreagra677. Deputy Pauline Tully asked the Minister for Education and Skills the amount of funding that will be allocated to schools in counties Cavan and Monaghan in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20180/20]
Amharc ar fhreagra683. Deputy Martin Kenny asked the Minister for Education and Skills the amount of funding that will be allocated to schools in counties Sligo, Leitrim, Donegal and Roscommon in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20270/20]
Amharc ar fhreagra690. Deputy Pearse Doherty asked the Minister for Education and Skills the amount of funding that will be allocated to schools in County Donegal in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20432/20]
Amharc ar fhreagra707. Deputy Johnny Guirke asked the Minister for Education and Skills the amount of funding that will be allocated to schools in counties Meath and Westmeath, by county, in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20704/20]
Amharc ar fhreagra710. Deputy Pa Daly asked the Minister for Education and Skills the amount of funding that will be allocated to schools in County Kerry in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20726/20]
Amharc ar fhreagra718. Deputy Martin Kenny asked the Minister for Education and Skills the amount of funding that will be allocated to schools in counties Sligo, Leitrim, Donegal and Roscommon in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20791/20]
Amharc ar fhreagra737. Deputy Violet-Anne Wynne asked the Minister for Education and Skills the amount of funding that will be allocated to schools in County Clare in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [20893/20]
Amharc ar fhreagra741. Deputy Patricia Ryan asked the Minister for Education and Skills the amount of funding that will be allocated to schools in County Kildare in order to provide the necessary equipment and resources to reopen in September 2020; and if she will make a statement on the matter. [21009/20]
Amharc ar fhreagraI propose to answer Questions Nos. 656, 661, 665, 677, 683, 690, 707, 710, 718, 737 and 741 together.
On Monday, the 27th July, my Department published the report to Government “Reopening Our Schools, The Roadmap for the Full Return to School”.
This Roadmap set outs how schools will reopen for all students from the end of August and what the operation of our schools will look like and be sustainable in a COVID-19 context. It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), the Roadmap for Society and Business, and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives.
My Department is also providing capital and current funding of an additional €377 million to support the safe and sustainable reopening of schools under the Roadmap.
This funding includes €52 million for schools to put in place enhanced cleaning and hygiene measures to reduce the risk of COVID-19 transmission in schools. Enhanced grants are being made available for cleaning to schools with special classes and special schools.
Funding of approx. €84.7 million so that schools can employ replacement teaching staff, SNA and administrative staff. There will be additional funding of €41.2 million, for substitution in primary schools. This will provide more certainty on the availability of substitutes for primary schools and cover substitutions that are not covered by existing schemes. The Supply Panel Scheme will be expanded nationwide and I am allocating 200 posts to provide substitute cover through these panels. The purpose of supply panels is to support schools to manage the sick leave and other absences by having a supply of teachers to meet substitution needs when required. Schools will continue to be able to access substitute teachers through the normal process, particularly if they are not connected to a supply panel.
Other funding measures for primary schools include release days for teaching principals which equates to one release day per week and release time for deputy principals in primary schools with an admin principal.
There is also funding of €40m for enhanced supervision for post primary schools to minimise the interaction of students from different classes, in line with public health advice. An additional 1,080 teaching posts at post-primary level at a cost of €53 million will be provided to support the important work of teaching and learning and provide additional teachers needed to support teacher substitution, management of physical distancing requirements by reallocating class timetables in schools to smaller groups class sizes where necessary.
Funding of €4.2 million will also be made available to enable schools to employ an aide to assist with implementing logistical changes. €3.8m is being made available to ensure that schools have lead worker representatives, whose role is to support the school to limit the risk of COVID-19 infections.
I also recognise that the full implementation of the COVID-19 Response Plans for Schools, and the Public Health Advice, may require some reconfiguration works within schools. To support this work, a once off enhanced minor works grant will paid to all primary schools by mid-August. There is a one off €75 million capital allocation to support schools to prepare their buildings and classrooms for reopening including an uplift for schools with SEN pupils.
In providing funding to schools in this way, schools will have the necessary flexibility to implement necessary physical measures in their school quickly in compliance with the Public Health Advice and the Roadmap.
657. Deputy Peadar Tóibín asked the Minister for Education and Skills if leaving certificate points awarded in 2020 based on calculated points can be used in future years if a student opts to defer applying to third-level college for a year or more; and if she will make a statement on the matter. [19785/20]
Amharc ar fhreagraAs a result of the robust and rigorous processes implemented to arrive at the Calculated Grades, these grades will have the same status as the Leaving Certificate results awarded to students in previous years, and those that will be awarded in future years.
The Leaving Certificate class of 2020 will in no way be disadvantaged by receiving Calculated Grades, relative to previous or future Leaving Certificate students. The Government has made clear to higher and further education providers, to employers, and to higher education institutions abroad that Calculated Grades have the same status as the Leaving Certificate Examination.
If a student opts to forego applying to third level education this year, and decides to return to education in the future, the 2020 Calculated Grades will have the same standing as any Leaving Certificate examination grades for entry to further study at that time. However student should note that there are fluctuations in CAO points every year, which will depend on the volume of applications, their course choices, the number of applicants who meet the entry requirements and the grades received by applicants. Having the required points to enter a course for the 2020 academic year is not a guarantee that those points will satisfy the entry requirements for that course in future years.
659. Deputy Cathal Crowe asked the Minister for Education and Skills the estimated cost of providing release time for administrative and management purposes of one day per week for each teaching principal of a primary school; her plans to bring this about as standard, in view of the increased workload and demands on principal teachers; and if she will make a statement on the matter. [19813/20]
Amharc ar fhreagraThe Deputy will be aware that my Department published the report “Reopening Our Schools, The Roadmap for the Full Return to School” earlier in the week which is available on my Department's website.
This Roadmap set outs how schools will fully reopen for all students from the end of August, and what the operation of our schools will look like and be sustainable in a COVID-19 context. It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), the Roadmap for Society and Business, and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives.
€10.2m has been allocated to support Principals and Deputy Principals who also undertake teaching duties in primary schools. This funding will provide each teaching principal with one release day per week. It also provides release days for Deputy Principals in those schools that have an existing administrative principal. Details on these arrangements are set out in Circular 45/2020, Operational Supports for Primary Schools for the Full Return to School.
660. Deputy Paul Donnelly asked the Minister for Education and Skills the number of persons in Dublin 7 and 15 who are waiting on a NEPS appointment, in tabular form; the number that are waiting less than six, six to 12 and more than 12 months, in tabular form; and if she will make a statement on the matter. [19836/20]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware 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.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
662. Deputy Alan Kelly asked the Minister for Education and Skills the number of primary and second-level teachers who were placed on sick leave due to stress or mental illness in each of the years from 2015 to 2019 and to date in 2020; the proportion this represents of the number of primary and second-level teachers in each year, in tabular form; and if she will make a statement on the matter. [19858/20]
Amharc ar fhreagraIn relation to teachers my Department is not the employer. The employer is the Education and Training Board (ETB) for vocational schools/community colleges, community national schools and the Board of Management/Manager in the case of primary (excluding community national schools) voluntary secondary, community and comprehensive schools.
The provisions of the Sick Leave Scheme for Registered Teachers employed in Recognised Primary and Post Primary Schools are contained in Chapter 1 of my Department’s Circular Letter 0054/2019 which issued on 01 September 2019 and is published on my Department's website.
Under the Scheme a teacher is not obliged to provide the nature of the illness on a medical certificate when furnishing it to his/her employer.
In any event as medical records are retained by schools and ETBs the information sought by the Deputy is not available in my Department.
Under the Data Protection Acts and the General Data Protection Regulations, the nature of illness is considered medical data and falls into special category personal data.
663. Deputy Alan Kelly asked the Minister for Education and Skills the number of primary and second-level teachers who died by suicide while still in the employment of the State in each of the years from 2015 to 2019 and to date in 2020, in tabular form; and if she will make a statement on the matter. [19859/20]
Amharc ar fhreagraPrimary and second level teachers in Voluntary Secondary and Community/Comprehensive schools are employed by the managerial authorities of the schools.
The information requested by the Deputy is not obtained from the managerial authorities of the schools and is not available in my Department.
664. Deputy John Brady asked the Minister for Education and Skills the number of children in County Wicklow who are awaiting an appointment with a NEPS psychologist; the number waiting less than six, six to 12 and more than 12 months, respectively, in tabular form; and if she will make a statement on the matter. [19884/20]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware 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.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
666. Deputy Cian O'Callaghan asked the Minister for Education and Skills if consideration will be given to providing schools with the resources to run pre and post-school childcare facilities; and if she will make a statement on the matter. [19947/20]
Amharc ar fhreagraMy Department has historically funded a number of pre-school services in schools in areas at particular risk of disadvantage and social exclusion. However, funding of childcare, pre-schools and school-age childcare services is a matter which lies within the remit of my colleague the Minister for Children, Disability, Equality and Integration. Schools themselves are free to decide if they wish to make their facilities available for the running of early learning and care and/or school-age childcare services, and my Department understands that some schools do so. However, this would be for school management to determine, and the funding and regulation of such services would be a matter for the Department of Children, Disability, Equality and Integration.
667. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the way in which Ireland's commitment to the sustainable development goals will be reflected in her Department's Skills Strategy and Work Plans 2020–2025; the way in which progress towards achieving same will be monitored and reported annually; and if she will make a statement on the matter. [19962/20]
Amharc ar fhreagraThe seventeen Sustainable Development Goals include Goal 4 Quality Education.
The aims and objectives of the National Skills Strategy are in line with this Goal and the actions within the Strategy support it.
The purpose of the National Skills Strategy is to provide a framework for skills development that will help drive Ireland’s growth both economically and societally over the next decade. Through the vision, objectives, actions and indicators outlined in the Strategy it will support the development of a well-educated, well-skilled and adaptable labour force, creating and sustaining a strong pool of talented people of all ages throughout Ireland.
The Strategy sets out a wide range of actions under six key objectives aimed at improving the development, supply and use of skills over the next decade. The objectives are:
1. Education and training providers will place a stronger focus on providing skills development opportunities that are relevant to the needs of learners, society and the economy.
2. Employers will participate actively in the development of skills and make effective use of skills in their organisations to improve productivity and competitiveness.
3. The quality of teaching and learning at all stages of education and training will be continually enhanced and evaluated.
4. People across Ireland will engage more in lifelong learning.
5. There will be active inclusion to support participation in education and training and the labour market.
6. We will support an increase in the supply of skills to the labour market.
The Strategy provides the overarching framework for a range of new measures and existing initiatives and programmes of change which are already underway which are relevant to skills development including the rollout of Síolta and Aistear in Early Childhood Education, Junior Cycle Reform, development of the new Apprenticeship model and implementation of the Further Education and Training Strategy and Higher Education Strategy to 2030.
In 2018, Ireland presented it’s first Voluntary National Review on progress in implementation of the SDGs to the UN High Level Political Forum: https://sustainabledevelopment.un.org/index.php?page=view&type=30022&nr=528&menu=3170 and has stated it’s commitment to reporting again in 2022.
668. Deputy Bríd Smith asked the Minister for Education and Skills her views on the campaign by parents in Crumlin, Dublin 12 in relation to the reopening of a school (details supplied) as an ASD specific school; and if she will make a statement on the matter. [19987/20]
Amharc ar fhreagra669. Deputy Bríd Smith asked the Minister for Education and Skills if she or her officials will meet with parents campaigning for an ASD specific school in Dublin 12; if she will commission a report on the merits of such a provision; and if she will make a statement on the matter. [19988/20]
Amharc ar fhreagraI propose to take Questions Nos. 668 and 669 together.
Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
Notwithstanding the extent of this investment, there are some parts of the country, including South Dublin, where increases in population and other issues have led to concerns regarding a shortage of school places for next September.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is continuing its engagement with schools, patron bodies, parents and others across South Dublin to bring the required additional special class and special school placements on stream.
While progress has been achieved NCSE has identified the need for an additional 36 special school places in South Dublin for September.
Planning is actively underway to ensure that children without a placement for next year are provided with a suitable placement. The NCSE is leading the work in this regard. My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
A number of options are currently being explored to increase the number of suitable places to cater for the needs of children in this area. I can confirm that sites such as the school to which the Deputy refers are being examined in this regard.
670. Deputy Brendan Griffin asked the Minister for Education and Skills further to the commitment previously given by the Department, if a full review of secondary education provision and enrolment opportunity in the mid-County Kerry area and the secondary schools in Milltown and Killorglin will be carried out; if she will prioritise this to help resolve the ongoing difficulties being experienced in particular in Milltown; and if she will make a statement on the matter. [20041/20]
Amharc ar fhreagraIn 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, including additional residential developments arising from the Local Infrastructure Housing Activation Fund (LIHAF).
Where 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.
The requirement for new or additional schools places is kept under on-going review and the needs of the mid-Kerry area is being considered in that context.
671. Deputy John Brady asked the Minister for Education and Skills her plans for permanent school accommodation for a school (details supplied); and if she will make a statement on the matter. [20098/20]
Amharc ar fhreagraA capital project for the provision of a permanent school building for the school referred to by the Deputy, to cater for a Long Term Projected Enrolment of 1,000 pupils, is being addressed through the Department’s School Building Programme.
In this regard, a project manager was appointed to develop a master plan layout for a site in the ownership of Kildare and Wicklow Education and Training Board to demonstrate how the accommodation needs of the school could potentially be met on this site. This process is nearing completed and will be considered by my Department as quickly as possible and my Department will keep the school authority updated on progress.
672. Deputy Catherine Murphy asked the Minister for Education and Skills the status of the second-level building programme in Maynooth, County Kildare; when the new school building will be complete; the works that will remain to be done after the handover in advance of it being occupied; when it will be occupied; if interim measures are being put in place; and if she will make a statement on the matter. [20105/20]
Amharc ar fhreagra744. Deputy Bernard J. Durkan asked the Minister for Education and Skills if school building projects currently in progress, such as a project (details supplied) are scheduled for completion as originally anticipated; the extent to which interim arrangements are in place to meet any further unforeseen difficulties; when such schools are likely to open, if on time; and if she will make a statement on the matter. [21039/20]
Amharc ar fhreagraI propose to take Questions Nos. 672 and 744 together.
I can inform the Deputies that the particular project to which they refer has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
The Covid-19 situation has impacted on the timeline for delivery of this project to the extent that the project will not now be fully completed by September 2020. In that context, KWETB, supported by my Department, has put in place contingency arrangements to provide for the needs of the schools in question until their new buildings are fully ready for occupation in October.
In respect of projects generally, I can inform the Deputy that each individual project is subject to its own particular circumstances and the timeline for delivery of each project can vary depending on those circumstances.
