Olwyn Enright (Laois-Offaly, Fine Gael)
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Question 117: To ask the Minister for Education and Science the number of individual subject inspections undertaken to date in 2006; the projected number to be undertaken over the course of 2006; and if she will make a statement on the matter. [13312/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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A total of 660 subject inspection is planned for 2006, 428 stand-alone subject inspections and 232 subject inspections as part of 57 planned whole school evaluations in post-primary schools. This is an increase on the figure of 641 given in response to a parliamentary question on Wednesday, 15 February and arises from the finalisation of the inspectorate's business plan shortly thereafter. I have recently put in place arrangements for the publication of school inspection reports that arise from the general inspection programme for schools. The new provision on public access to certain types of inspection reports, including subject inspection reports, applies to inspections commenced after 6 February 2006. At post-primary level, 15 stand-alone subject inspections from the 2006 programme of inspections, were commenced before 6 February and will, therefore, be issued to the individual schools only. Ten of these stand-alone subject inspection reports have issued to the appropriate schools. In addition, 20 subject inspection reports have been prepared as part of five whole school evaluations have also been issued to the appropriate schools. The new regulations on publication will apply to 413 stand-alone subject inspections at post-primary level in 2006, and reports from all of these inspections will be published on the Department's website. It is anticipated that up to 45 post-primary subject inspection reports will be ready for publication on the Department's website during June 2006.

John Deasy (Waterford, Fine Gael)
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Question 118: To ask the Minister for Education and Science the time allocated to sport and physical activity each week at primary level; and if she will make a statement on the matter. [13355/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Physical education and sport, although closely linked, are not synonymous. Sport begins with play and develops through games, competition and challenges. The focus in the physical education curriculum in our schools is on the learner's holistic development, with an emphasis on personal and social development, physical growth, and motor development. Goal setting within the curriculum focuses on individual improvement rather than on winning or being the best. The creation of a positive attitude to sport and physical activity, with the overall aim of promoting long-term involvement, is of paramount importance. Competition in sport contributes to the holistic development of the student, provided that the opportunities presented are such that he or she is progressing towards the achievement of his or her potential. It is Government policy to encourage and promote sport for all in schools. The policy of my Department is to facilitate this by means of a broad and balanced physical education curriculum for schools.

The primary school curriculum was revised in 1999 and is being implemented on a phased basis. Physical education is one of the seven curriculum areas and it will be implemented in all schools from September 2006. A minimum of one hour of physical education per week is recommended for all primary school pupils. Games, which is one of the six strands of the curriculum, encompasses elements of sport. In addition to implementing the prescribed curriculum, schools are also encouraged to devote one day every year to Sport for All, whereby an entire day is given over to sporting activities that emphasise participation and co-operation, rather than winning or losing. To promote sport, many primary schools provide further opportunities for pupils through extracurricular programmes. These may include organising and preparing for inter-school competitions. Schools are often in a position to avail of the services of coaching personnel offered to schools by sporting organisations such as Cumann Lúthchleas Gael, the Football Association of Ireland and the Irish Rugby Football Union. Teachers and parents make an extremely valuable contribution to children's social and physical development through their contribution of time and expertise to extracurricular sporting activities, a fact acknowledged by the ESRI report on school children and sport in Ireland published last year.