Written Answers Nos. 93-112
93. Deputy Catherine Murphy asked the Minister for Defence the amount that the Defence Forces spent on replacement musical instruments for members of the Defence Forces School of Music in the year 2021 and to date in 2022, in tabular form; the supplier that was awarded the contract to provide replacements; and the musical instruments that were replaced. [52214/22]
Amharc ar fhreagraThe Defence Forces School of Music provides musical support to Irish State and Defence Forces ceremonial events. It also supports a wide range of local and national civilian and sporting events, in addition to the performance of a schools educational programme at primary and secondary level.
The Military Authorities have indicated that the amounts spent on replacement musical instruments for the Defence Forces School of Music for the period in question was as follows –
|
Year |
Amount |
Instruments & Suppliers |
|
2021 |
€17,457 |
Oboe & Piano; Joe Lynch Musical Instruments & Piano Plus |
|
2022 (Year to date) |
€1,259 |
Saxophone; The Sound Shop |
94. Deputy Peter Burke asked the Minister for Defence if there is a review of the contract for Army sergeants who turn 50 years of age and their retention in the armed forces; the plans, if any, to retain these staff; and if he will make a statement on the matter. [52304/22]
Amharc ar fhreagraArising from the recommendations in the report of the Public Service Pay Commission on recruitment and retention in the Permanent Defence Force, a joint civil/military review of barriers to extended participation in the Permanent Defence Force was conducted.
The review considered a number of matters including mandatory retirement ages and contracts of service. The recommendations arising from the review require consideration from the Department of Public Expenditure and Reform, in relation to costs and pensions.
In December 2021, I secured agreement with the Minister for Public Expenditure and Reform, which allows for an extension in service limits for Privates and Corporals, who were recruited to the Permanent Defence Force since 1 January 1994, to remain in service up to 50 years of age, subject to them meeting certain criteria including medical and fitness standards.
Currently, Sergeants recruited to the Permanent Defence Force post 1994, may remain in service up to age 50. To compensate for the fact that members of the Defence Force are required to retire at an age which is considerably lower than in other employments, there are arrangements in place for accelerated pension provisions, where pension and gratuity may be payable on retirement at age 50.
Officials in the Department of Defence are currently working closely with the Department of Public Expenditure and Reform on the request for an extension to the mandatory retirement age for the Post 1994 Sergeant cohort. These proposals and their impact on current and future pay and pension arrangements are under consideration and a determination on this particular matter will be made in the coming weeks.
95. Deputy Patricia Ryan asked the Minister for Defence his plans to amend or replace the Curragh of Kildare Act 1961; and if he will make a statement on the matter. [52339/22]
Amharc ar fhreagraThere are no immediate plans to amend the legislation referred to by the Deputy. That being said, the Deputy may wish to note that the comprehensive public consultation process on the future management of the Curragh Plains, undertaken in partnership with Kildare Council, will inter alia, put forward proposals for my consideration. Any recommended changes to legislation arising from this Study, if any, will be considered in that context.
96. Deputy Patricia Ryan asked the Minister for Defence the status of the most recent meeting of the Curragh forum; the areas addressed; the actions that have been taken arising from the meeting; when the next meeting will take place; and if he will make a statement on the matter. [52349/22]
Amharc ar fhreagraI am advised that the then Curragh Forum last met in January 2018. Since then my Department, in collaboration with Kildare County Council, is undertaking a comprehensive public consultation process aligned with the development of a proposed Conservation Management Plan and an Interpretative/Branding Plan for the Curragh Plains. The Deputy may wish to note that the final public round of this consultation will take place later this evening. It is intended that the overall Study will be completed shortly thereafter.
97. Deputy Patricia Ryan asked the Minister for Defence the action being taken to remediate the illegal infilling of the hollow next to Donnelly’s Hollow on the Curragh; and if he will make a statement on the matter. [52350/22]
Amharc ar fhreagraI am pleased to advise the Deputy that my Department and Kildare County Council have concluded a successful mediation agreement. As a result of which, my Department have engaged the services of environmental consultants to carry out a Natura Impact Statement and an Environmental Impact Statement, incorporating a restoration plan to be agreed with Kildare County Council. These assessments are progressing in partnership with the County Council. I am advised that it is intended that these assessments will be concluded by the year end.
98. Deputy Peadar Tóibín asked the Minister for Education the number of grants that were allocated for indoor ventilation and mobile HEPA air filtration systems since 2020 to schools; and if she will provide details of each of these grants, in monetary value and geographical area, in tabular form. [52199/22]
Amharc ar fhreagraManaging ventilation is one of a suite of public health measures in place to keep our schools safe. The Expert Group note in its own report that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools. They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre on 20th January 2022 and general advice on preventing the spread of COVID-19 in non-healthcare settings published by the Health Protection Surveillance Centre 10 May 2022.
The ventilation guidance recognises that there is no “one size that fits all” and that ventilation is best managed at local individual school level. Consequently, to provide additional support in the context of Covid-19 the payment of a minor works grant totaling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021 to all recognised schools in the free scheme. Schools have been using this funding to address their ventilation requirements which can, where required and with the recommendation of their engineer or architect, include air cleaning filters (HEPA). Schools can also apply for additional emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist, with a dedicated ventilation team available to support school principals in this regard.
To date 31 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 20 have been approved, 1 application is with a school to review the scope of the application, 2 applications were incorrectly classified as ventilation related and assessed separately, 7 have been rejected as the application form was not fully completed and 1 is currently being assessed by a member of the Department’s technical team.
Table: Emergency Works – Ventilation Grants
|
County |
Approved Applications |
Value (€000) |
|
Cork |
2 |
42 |
|
Dublin |
6 |
818 |
|
Kerry |
3 |
93 |
|
Kilkenny |
1 |
7 |
|
Leitrim |
1 |
28 |
|
Limerick |
2 |
56 |
|
Mayo |
1 |
122 |
|
Tipperary |
1 |
26 |
|
Waterford |
1 |
36 |
|
Wexford |
2 |
49 |
99. Deputy Bríd Smith asked the Minister for Education if her Department or the high-level working group, chaired by the Secretary General to examine the way in which the National Educational Psychological Services can best continue to recruit adequate numbers of suitably qualified staff, intend to meet or consult with an organisation (details supplied), to inform their interim recommendations in Q2 of 2023 regarding any other short-term measures required in advance of their final report to address supply issues of suitably qualified educational psychologists; and if she will make a statement on the matter. [52368/22]
Amharc ar fhreagra118. Deputy Bríd Smith asked the Minister for Education if her Department or the high-level working group, chaired by the Secretary General to examine the way in which the National Educational Psychological Services can best continue to recruit adequate numbers of suitably qualified staff, intend to meet or consult with an organisation (details supplied), to inform their interim recommendations in Q2 of 2023 regarding any other short-term measures required in advance of their final report to address supply issues of suitably qualified educational psychologists; and if she will make a statement on the matter. [52369/22]
Amharc ar fhreagra119. Deputy Bríd Smith asked the Minister for Education the number of educational psychologists who are currently employed by the Health Service Executive; if the HSE intends not to employ educational psychologists in primary care and CAMHS services moving forward, given that trainee educational psychologists were excluded from the new funding provided for professional psychology training introduced in Budget 2023; her plans, if any, to ensure the recruitment and retainment of suitably qualified educational psychologists; and if she will make a statement on the matter. [52372/22]
Amharc ar fhreagraI propose to take Questions Nos. 99, 118 and 119 together.
The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.
The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
In 2021 the NEPS casework service extended to over 8,500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 900 students. Furthermore, the NEPS Support and Development service reaches an estimated 25,000 teachers annually.
NEPS was allocated a budget of approximately €24 million in 2022 to deliver its essential service.
There is currently in the region of 225 whole-time equivalent NEPS educational psychologists employed across the 8 NEPS regions, delivering a psychological service to our schools, having grown from a base of 173 posts in 2014.
As part of Budget 2023, provision for an additional 54 educational psychologists was announced to strengthen the NEPS service overall, and in particular to provide strengthened services for special schools and special classes.
A working group in the Department has been examining the matter of how the National Educational Psychological Service (NEPS) can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.
A number of options were considered to address some immediate supply issues. Following analysis of these, it was decided that the Department would use some available NEPS funding to sponsor a cohort of third year students of the Educational Psychology Doctoral programme in University College Dublin (UCD) and Mary Immaculate College (MIC) University of Limerick, for the academic year 2022/23 by providing a contribution towards their fees and associated expenses. The workforce planning group referred to above will be asked to make some interim recommendations in Q2 of next year regarding any other short-term measures required in advance of their final report. It is envisaged that funding supports for students on the educational psychological doctorate programme will be considered as part of this process.
In the interim, given the particular time pressures for students in third year of the programme, interviews will be held in the coming months to provide financial support to those students of Educational Psychology, currently on training placements in NEPS who are due to complete their doctoral training programme in 2023. Details will be made available in the coming weeks.
As part of this process, officials in the Department will consult with stakeholders as appropriate.
100. Deputy Pat Buckley asked the Minister for Education if her Department has plans to extend the roll-out of additional DEIS school status to additional schools in east Cork that were not included in the last round of expansion; and if she will make a statement on the matter. [52149/22]
Amharc ar fhreagraIn March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS progamme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools with the highest levels of concentrated educational disadvantage were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation.
The underlying principle of DEIS is to provide supports to schools with the highest proportions of disadvantage. It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. Each school has a unique profile based on its individual school enrolment. A detailed paper on the refined DEIS identification model is available on gov.ie
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index when available can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
101. Deputy Mattie McGrath asked the Minister for Education further to Parliamentary Question No. 82 of 12 October 2022, if she will clarify where it has been recommended in a professional report that a specialist placement is in the interests of a student with neurodevelopment diagnosis, if such a student is entitled to seek a placement in an ASD unit despite not having a specific ASD diagnosis (details supplied); if it is Government policy and that of the NCSE that only children with an ASD diagnosis can access ASD units, or if all children who have a professional report recommending a specialist placement are equally entitled to seek a placement in an ASD class; and if she will make a statement on the matter. [52161/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
The NCSE have advised that ASD classes are organised to address the specific needs of students with ASD. Currently, only students with a specific diagnosis of ASD are eligible for admittance to ASD classes and the NCSE are unaware of children with other diagnoses enrolling in ASD classes. There is no planned provision for admittance to ASD classes without a corresponding professional report and diagnosis.
Specific educational supports being made available is a matter for each individual school. Parents are advised to speak with the Principal of the school in relation to what supports will be available for each student. Parents may also contact their local SENO who will be available to offer further advice and assistance specific to needs of each student, contact details are available on www.ncse.ie
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream or other special classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will continue to be dealt with by way of an exceptional review process, the details of which can be found on the NCSE website: https://ncse.ie/application-for-sna-exceptional-review
The NCSE is actively planning for an increasing demand for special classes on a national basis. As the school population increases over the coming years, so too will demand for special classes.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that 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.
102. Deputy Seán Haughey asked the Minister for Education if she will provide details regarding the outcome of rechecks undertaken in respect of Leaving Certificate examination papers this year; the number of examination papers which were upgraded; if her attention has been drawn to the delay that the rechecking of examination papers this year has caused problems for many students applying for higher education courses, particularly those students who subsequently obtained higher points resulting in new offers been made to them but which could not be easily taken up given that they had already accepted their initial offers and had started their courses, and that some students subsequently were advised that they now qualified for their courses but that there was no availability for the current year; and if she will make a statement on the matter. [52166/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
103. Deputy Sean Sherlock asked the Minister for Education further to Parliamentary Question No. 382 of 4 October 2022, the reason that the student’s application is deemed closed (details supplied). [52243/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The purpose of the “School Transport Scheme for children with Special Educational Needs” is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
I am pleased to advise that the pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service. Sanction has also been issued for a Transport Escort on board this service.
Bus Éireann have tendered this service in line with procurement guidelines and are in the process of allocating a contractor to operate this service, once a contractor has been sourced, the service will commence. Bus Éireann will liaise with the family directly with regard to this matter at that stage.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the Special Transport Grant which is a once off payment, paid to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family had put in place until services are finalised. Families should contact School Transport Section at: school_transport@education.gov.ie for more information on this grant.
104. Deputy Paul Murphy asked the Minister for Education if she will include industrial school survivors in the redress scheme, which would see them also receive a State pension (contributory) and medical card. [52248/22]
Amharc ar fhreagra105. Deputy Paul Murphy asked the Minister for Education if her Department will expand the education fund which was established as part of the redress scheme in 2002, reopening the scheme to include the children of survivors who have previously been denied the funding due to their being “too young” to avail of it at the time. [52249/22]
Amharc ar fhreagra106. Deputy Paul Murphy asked the Minister for Education if industrial school survivors can be recognised as a category of persecuted people, as per the wishes of the survivors; and if she will make a statement on the matter. [52250/22]
Amharc ar fhreagraI propose to take Questions Nos. 104 to 106, inclusive, together.
As the Deputy will be aware, there are a number of published reports highlighting the ongoing needs of survivors and the lifelong difficulties they may encounter due to their childhood experiences in residential care. A survivor-led Consultative Forum, supported by professional facilitators who were engaged by my Department, was also established and has provided a very good insight into the areas where survivors feel that supports may be required into the future. I have met with the Forum to hear directly from them and their final report was submitted to the Department last year.
These reports, alongside other relevant submissions, are currently being considered by my Department with input from colleagues from other Departments. Significant resources continue to be devoted to progressing this which will feed into the consideration of proposals to Government in this context.
I would also note that, as part of the State’s response to individuals experiencing distress as a result of childhood sexual abuse, a free National Counselling Service is operated by the HSE. Full details are available on the HSE’s website.
107. Deputy Réada Cronin asked the Minister for Education her views on whether it is just or equitable, that there appears to be no mechanism for persons who made a complaint about the behaviour of a teacher towards a child (details supplied) to appeal a decision made by the Teaching Council in that regard; and if she will make a statement on the matter. [52253/22]
Amharc ar fhreagra108. Deputy Réada Cronin asked the Minister for Education if her Department views the lack of an appeals process in the matter of a decision made by the Teaching Council regarding a complaint as contrary to the common-law principles of natural justice; if her Department is in favour of the introduction of such an appeals process for complaints and complainants; and if she will make a statement on the matter. [52254/22]
Amharc ar fhreagra109. Deputy Réada Cronin asked the Minister for Education if she will identify the primary legislation within the Teaching Council Act 2001 or the Teaching Council (Amendments) Act 2015 that provides the legal grounds for the investigating committee of the Teaching Council to refuse an application; and if she will make a statement on the matter. [52255/22]
Amharc ar fhreagra110. Deputy Réada Cronin asked the Minister for Education if she will identify the primary legislation within the Teaching Council Act 2001 and Teaching Council (Amendments) Act 2015 that provides for refusing a complaint, classifying it as frivolous; the officers of the Teaching Council who retain that power; and if she will make a statement on the matter. [52256/22]
Amharc ar fhreagra111. Deputy Réada Cronin asked the Minister for Education the legislation that provides for a determination of the seriousness of a complaint during the investigating committee process of the Teaching Council under part V section 42; and if she will make a statement on the matter. [52257/22]
Amharc ar fhreagraI propose to take Questions Nos. 107 to 111, inclusive, together.
I am advised by the Teaching that the Investigating Committee is a complaints screening or filtering committee, and it can determine whether to send a complaint forward for an inquiry or not. Under section 42(9) of the Act, the complaint may not proceed to inquiry where the Investigating Committee is of the opinion that there is no prima facie case to warrant further action. This in effect, means where there is no real prospect of the complaint being proven at inquiry given the standard of proof at inquiry is the criminal standard of ‘beyond a reasonable doubt’ and also the threshold of seriousness required for a complaint to be referred to inquiry. In addition, there are preliminary ways in which a complaint can be refused, including where it does not relate to the fitness to teach of the teacher or where local disciplinary procedures have not been exhausted (unless there are good and sufficient reasons for proceeding despite this) which is set out in section 42(5) of the Act.
Where a complaint is refused at complaint screening stage by the Investigating Committee, there is no right of appeal in the legislation. This is consistent with the legislation for many other professional regulators such as the Medical Council, the Nursing and Midwifery Board and CORU.
Section 42(3)(b)(ii) of the Act provides that the Director of the Teaching Council may refuse to refer a complaint to the Investigating Committee (the complaints screening committee) if they consider the complaint to be frivolous, vexatious, made in bad faith or an abuse of process. If such a decision is made, a complainant can appeal the Director’s refusal to the Investigating Committee, which will then decide whether to uphold or quash that decision. This appeal process is referred to in section 42(4) and 42(4A) of the Act.
Where a complainant remains dissatisfied with how the Teaching Council has dealt with their complaint, they can consider taking judicial review proceedings, having taken any necessary legal advice.
112. Deputy Mairéad Farrell asked the Minister for Education if a student (details supplied) who has missed nearly ten days of school this year due to lack of transport can be approved for a school bus ticket; and if she will make a statement on the matter. [52258/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Bus Éireann has advised that the child referred to by the Deputy is not eligible for school transport under the terms of the school transport scheme however, there is available capacity on a school transport service. I am pleased therefore, to advise that the child referred will be issued a ticket on board a school transport service for the 2022/23 school year.
