I welcome the opportunity to speak on the Adjournment debate this evening. Over the past few days I have spoken to a number of teachers in my constituency and in particular in the Dublin 8 area whose schools are in areas classified as disadvantaged and who are participating in the Breaking the Cycle programme. It is a matter of great concern that many of these schools are at risk of losing one or more teachers in the coming school year because the number of pupils on the roll does not meet the bureaucratic requirements. If this should happen and they should lose teachers, much of the excellent work that has been done in the past few years will be negated and the students, schools and parents will be the losers.
When the Breaking the Cycle programme was introduced there were clear ground rules concerning the allocation of teachers. It was agreed that the allocation under the programme would not be touched throughout the five year pilot stage. If the Breaking the Cycle programme is to be anything other than a public relations exercise, it is imperative that the complement of teachers is retained.
A system whereby the teacher allocation is decided in September for the following school year is totally unrealistic and unworkable for schools that have disadvantaged status. It is also unfair in that the effort, dedication and commitment of a small number of people, often working under great pressure, is significantly damaged by the negative impact of such a decision.
It is ironic that in one school, for example, when the numbers were assessed last September, they had dropped by seven on the required number to retain their quota of teachers. Eight months later, it is clear that the numbers will exceed that of last September and will be above the required level, yet this school is to be penalised by the loss of one teacher that it cannot afford to lose. In another school it has been noted that having a special class will require the deployment of the current remedial maths teacher to the special class duties. These are retrograde steps which will inflict serious damage on the morale of the entire school.
It reflects the commitment and indeed the appreciation of the principal teachers of all the schools that I have spoken to that they acknowledge, without reservation, the enormous dedication and commitment of their staff. They recognise that it can be difficult at times for all of them. There are many behavioural, psychological and social problems that are manifested in the classroom, yet the school principals acknowledge the change in morale, the happy atmosphere and the many innovative projects undertaken in their schools as a result of the additional, if still somewhat inadequate, resource. Activities such as computer projects, after school clubs, producing language videos and field trips are now an integral part of their school programmes. The teachers, support staff, parents and pupils are justly proud of their achievements.
One of the schools that I refer to is Scoil Treasa in Donore Avenue, which was described by a visitor to the school recently as the university of young children in Dublin. However, in order for schools like Scoil Treasa to sustain and develop the progress that has been made, it is essential that present staffing levels are maintained. In the current climate of teacher shortages, teachers have a choice of locations and a choice of school. If morale is seen to be low because of the burden of additional work, the perception of being forgotten and the very demanding workloads that are part of teaching in these schools, it will be impossible to retain teachers.
Principals in many of these schools are burdened with enormous administrative duties in addition to teaching responsibilities. This should also be reviewed and provision made to allow a full-time administrative post for many of these schools. Other schools are in need of additional resource teachers, secretarial assistance or a counselling service.
The integrated services process is a Government initiative to develop new procedures to meet the needs of communities with the greatest level of disadvantage as a basis for a model of best practice. Most of the schools I have referred to fall within the ambit of the integrated services process in Dublin 8. It is a terrible waste and very short-sighted to withdraw support at this stage for a project that shows enormous promise and one that is dependent on the empowerment of the individual, which is provided by education. In effect, a constructive, positive and committed investment in education is an investment in the future of the children and their communities.
The teachers in these schools are generous and committed but they are also afraid and angry. They are afraid that they will lose the ground they have worked so hard to achieve and they are angry because they believe they are ignored, dismissed and forgotten once again.
I ask the Minister to review the real needs of these schools and to take account of their disadvantaged status when deciding on the resources that are to be allocated. It is vital that the progress that has been made is now retained. Their needs are far too great to be evaluated merely as part of a numbers gain.
