Vol. 552 No. 1
628 Mr. Perry asked the Minister for Education and Science his plans in place to increase the funding for the programme, giving children an even break by tackling disadvantage, set up under his Department; the amount of moneys allocated; when the increase will be put in place; and if he will make a statement on the matter. [11061/02]
The Deputy refers to the new programme, Giving Children An Even Break, which I launched in January 2001 to deal with educational disadvantage in primary schools. Giving children an even break involves the creation of over 200 new primary teaching posts and the allocation of cash grants to 2,143 primary schools in respect of disadvantaged pupils.
All participating primary schools under giving children an even break are receiving additional funding to be used in the provision of a range of in school and out of school supports for the pupils concerned over the three year period. A special €63.49 per capita grant is paid in respect of the percentage of pupils with disadvantaged characteristics, with a minimum payment of €952.30 to each participating school.
Schools in the disadvantaged areas scheme and breaking the cycle pilot project are already in receipt of an annual per capita grant of €38.09 per pupil. Under giving children an even break, an additional €25.39 per capita grant will now be paid to these schools in respect of the percentage of pupils with disadvantaged characteristics, with an overall minimum payment of €952.30 to each school. Giving children an even break has separate urban and rural dimensions. Schools in locations with populations in excess of 1,500 people were categorised as urban. Schools in areas with populations of less than 1,500 people were categorised as rural. Rural schools with the highest concentrations of at risk pupils have been allocated the services of a teacher-co-ordinator who will work with clusters of four or five schools.
Rural schools with the highest concentrations that could not be clustered with other schools with similarly high levels of need, are receiving appropriate financial support as an alternative to teacher-co-ordinator support.
