Terence Flanagan
Question:170. Deputy Terence Flanagan asked the Minister for Education and Skills the position regarding class sizes in primary schools (details supplied); and if she will make a statement on the matter. [36043/14]
View answerPupil-Teacher Ratio
Questions (170)
Written answers
The primary staffing schedule currently operates on the basis of a general average of 1 classroom teacher for every 28 pupils, with lower thresholds for DEIS Band 1 schools. Schools have autonomy in relation to the deployment of classroom teachers to individual classes. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. The Staffing Schedule includes the provision where schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds. In addition, a staffing appeals process is available to schools, including a new criterion for the 2014/15 school year which is aimed at schools which make a significant contribution to absorbing demographic growth.
The context for any discussion about class sizes is that my Department, like all other Government Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis. This budgetary programme has helped Ireland to return to a position where we are seeing some economic growth. It is a continuing improvement in our economic growth that will enable us to move to a point in future budgets where we can look again at providing for additional teacher resources in schools which could bring about an improvement in PTR and class size.
In the meantime, my Department's focus is on targeting any available resources to cater for the continued increase in student numbers across primary, post-primary and third level.
Education and Training Boards
Questions (171)
Róisín Shortall
Question:171. Deputy Róisín Shortall asked the Minister for Education and Skills the reason the education and training boards currently require four years experience for applicants tendering for IT education contracts; and if they will consider voluntary work and academic qualifications in lieu of meeting this requirement. [36045/14]
View answerWritten answers
While I am unaware of the specific context in which the Deputy is raising this issue, I am setting out below the arrangements in place to ensure quality delivery and value for money in Education and Training Boards training contracts awarded pursuant to the SOLAS contracted training procedures. The Deputy will note that the procedures provide for a mix of academic qualifications and experience in delivering programmes. For definition purposes, a tutor is a person delivering any element of the course greater than 10% of the course content.
Tutors must meet either the requirements detailed in the Training Specification or the requirements outlined below; whichever is higher.
Tutors must be capable of delivering the course or module(s) specified in the relevant Training Specification (QA58/01) and any specific requirement specified in the Invitation to Tender. They must also have an appropriate technical and pedagogical qualification prior to delivering any element of a Training Course.
Pedagogical qualification minimum requirement:
The Tutor's qualification must have comprised a minimum of 110 hours of learning, of which a minimum of 24 hours must be face-to-face tutored. The content of the course must have included elements covering:
- Planning for training
- Training Needs Analysis
- The trainer role
- Motivation
- Communication
- Training methods
- Evaluation and assessment
- Quality assurance in training and education
- Equality issues in training.
Pedagogical experience minimum requirement:
The Tutor must have post qualification experience delivering training to learners over a period of time totalling 2 years or more of direct learner contact time or the Tutor must be the subject of a development plan by the Contractor that includes monthly evaluation by an Evaluator for the duration of the course.
Professional qualification and experience minimum requirements:
The Tutor must hold a recognised qualification in the particular discipline at least 1 level above (equivalent to the National Framework of Qualifications) the module or overall course certification that is being delivered and have at least 2 years related professional experience in the discipline or the Tutor must hold a recognised qualification in the particular discipline at the same level (equivalent to the National Framework of Qualifications) and have a minimum of 4 years related professional experience in the discipline or where no recognised professional qualification exists for the course, the Tutor must have a minimum of 7 years related experience in the discipline. This requirement is the same for all types of courses including IT programmes. The type of related professional experience does not exclude voluntary work.
It is essential that the tutors are able to relate real life experience during their delivery of the material and therefore academic qualifications without experience are insufficient to deliver effective training to the client group.
Special Educational Needs Service Provision
Questions (172)
Michael Healy-Rae
Question:172. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding school supports in respect of a child (details supplied) in County Kerry; and if she will make a statement on the matter. [36081/14]
View answerWritten answers
My Department's policies focus on ensuring that all children can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
A range of placement options for pupils with special educational needs, including autism, is provided, in order to ensure that all pupils can receive a school placement. Many pupils with special educational needs will be able to attend a local mainstream school, whereas for pupils who have needs which require more specialist interventions, special class and special school placements are provided for.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.
In primary schools, additional teaching supports for pupils with special education needs are provided through two channels.
Under the terms of the General Allocation Model (GAM) of teaching supports, schools are resourced to cater for pupils whose educational psychological assessment places them in the high incidence, or less complex, disability category. All mainstream Primary schools have been allocated additional teaching resources under the GAM to cater for children with high incidence special educational needs.
Separately, the National Council for Special Education (NCSE) allocates additional resource teaching hours to schools for children who have been assessed within the low incidence, or more complex, category of special need, as defined by my Department's Circular Sp Ed 02/05. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department.
Details of the NCSE application criteria are available at www.ncse.ie.
It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance.
In common with many other psychological services and best international practice, my Department's National Educational Psychological Service (NEPS) 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 focused 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. 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.
I would advise, in the first instance, that if the parents of the child have specific concerns about his educational progress or are dissatisfied with the manner in which the resources or facilities which have been provided to support their child's education are being applied in school, they should raise this matter directly with their school Principal or the Board of Management of the school, with a view to raising these concerns with the assigned NEPS psychologist and/or their local SENO.
Parents may contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
The availability of Health related services are a matter for the HSE and questions relating to such services can be addressed to my colleague the Minister for Health.
School Transport Eligibility
Questions (173)
Michael Lowry
Question:173. Deputy Michael Lowry asked the Minister for Education and Skills if she will review a school transport issue affecting persons (details supplied) in County Tipperary; if she will also review the decision made by Bus Éireann in view of the information provided; the steps she will take to facilitate the child in question; and if she will make a statement on the matter. [36083/14]
View answerWritten answers
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
The Deputy is aware that the child in question is not eligible for school transport but is however availing of transport on a concessionary basis.
Bus Éireann has advised that the second service proposed to be availed of by the child is in fact operating to capacity and it is therefore not possible to provide a second seat on a concessionary basis for the child on this service.
The terms of the School Transport Schemes are applied equitably on a national basis.
School Accommodation Provision
Questions (174)
Derek Keating
Question:174. Deputy Derek Keating asked the Minister for Education and Skills the reason for the potential shortfall of 200 school places in the Lucan area for second level education for September 2015 in view of the fact that a number of parents have conducted an exercise which indicates that 200 places plus will not be accommodated at second level in September 2015 in view of the numbers that are currently in sixth class in national school; and if she will make a statement on the matter. [36114/14]
View answerWritten answers
My Department is currently analysing the latest demographic data on a nationwide basis to determine where additional school accommodation might be needed from 2015 onwards. This process includes an examination of the Lucan area. When this exercise has been completed arrangements will made to make accommodation available where it is needed.
Schools Building Projects Status
Questions (175)
Anthony Lawlor
Question:175. Deputy Anthony Lawlor asked the Minister for Education and Skills based on the demographics of Naas town and the surrounding areas, her plans for both primary and secondary school future building projects; and if she will make a statement on the matter. [36118/14]
View answerWritten answers
The Five Year Construction Plan that was announced in March 2012 as part of the Department's €2 billion capital investment programme outlines the major school projects that are scheduled to commence construction over the duration of the Plan. These have been prioritised on the basis of meeting significant demographic needs.
The Deputy will be aware that there are two Post-Primary school projects included in the Plan for Naas, including a new 1,000 pupil post primary school as well as two primary school projects.
In addition, my Department will also consider applications from individual schools for devolved funding to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed.
My Department will continue to analyse demographic trends and to monitor enrolments in all areas, including Naas, to determine the level of additional school provision which may be required into the future and to ensure that this is provided in a timely manner.
The current status of all projects on the school building programme may be viewed on my Department's website at www.education.ie and this is updated regularly throughout the year.