Enda Kenny
Question:112 Mr. Kenny asked the Minister for Education and Science when standardised testing at primary level will be introduced; and if she will make a statement on the matter. [32714/05]
Other Questions.
State Examinations.
Standardised testing on a systematic basis has great potential to enhance the quality of teaching and learning for our students at classroom level and to provide valuable information for parents about their children's learning. It is clear that test results, provided on a sampling basis, can guide policies aimed at improving performance and combating educational disadvantage.
I agree with the advice of the National Council for Curriculum and Assessment that all pupils should take standardised tests in literacy and numeracy at the end of first class or at the beginning of second class and at the end of fourth class or at the beginning of fifth class, according to the wishes of individual schools.
Important groundwork must be put in place before committing to specific dates for the introduction of requirements in this regard for schools. I am eager that this work be completed as soon as practicable. In that context, I have asked the NCCA to prioritise the preparation of guidelines for schools on developing and implementing a policy on assessment, assessment practice in classrooms and reporting to parents. I understand that this work is at an advanced stage.
I have also asked the council to advance the preparation of exemplars of pupils' work to guide teachers' judgments and summaries based on the curriculum of what pupils should achieve at each level of their schooling. A national report card for recording and reporting data on pupils' attainment is also being developed, as is a national policy on the transfer of information from primary to post-primary schools. In tandem with this work, my Department is exploring potential implementation models, in advance of entering into discussions with the education partners on the matter. The question of providing training to teachers on standardised testing is also an issue that has to be considered in the context of any decision to be made on an implementation date.
My intention is that we will proceed carefully but as quickly as possible to ensure that the recommendations proposed by the NCCA are implemented in a way that has positive benefits for children, parents, teachers and the system as a whole.
These proposals were initially announced by the Minister's predecessor, Deputy Noel Dempsey, over a year ago. The Minister has outlined what she intends to do but has not given indications of a timeframe for completion of this project.
I agree that standardised testing is important, but we need to know the base line skills of children, particularly when they are moving on to second level. The release of information in schools could be guided by standardised testing and pupils' baseline skills coming into the system.
There is much concern about how the timeframe will work and not having the test on the one day so that it does not appear like the 11 plus, which would put pressure on children at too young an age. Will the Minister address these issues? When will the testing begin? I am aware it happens in schools on a less formal level but when will the actual standardised testing begin in schools?
I cannot see information from standardised testing being used in any way on the release of information. Information from standardised testing should be used for the benefit of children as learners and for the benefit of teachers. This information should be given to parents who could guide policy at national level, perhaps as a sampling basis. I would never envisage a situation where schools would be required to give information about the results of the standardised testing. I referred the matter to the NCCA for its collective advice. It was on foot of this that it suggested the two class years, at the end of first class and the beginning of second or at the end of fourth class and the beginning of fifth etc. It is important that decisions are made by local schools. The last thing we want is to have a national day of standardised testing for seven year olds, but it will be school based.
There are issues that must be overcome. We discovered that schools are using 22 different tests and information is neither being collated nor used in a proper way. Obviously teachers need to be trained in dealing with the issue. We also need to ensure there are tests which are appropriate for gaelscoileanna, for which there are none at the moment. There must be examples which teachers could use. As soon as the NCCA gives me its final advice — it is at an advanced stage — I will be able to proceed with the training of teachers. I intend to move on the issue as soon as I get co-operation from the partners.
On standardised testing, does the Minister agree that there appears to be an obsession with testing rather than genuine assessment in regard to primary school children in particular? Does she agree that if we go down the road of other countries, teachers will spend their school day, which in primary schools is approximately five hours per day, writing up reports, carrying out assessments and doing tests rather than providing quality teaching time, and that no attempt should be made to reduce that teaching time within the school day?
When we talk about standardised testing and assessment of children, is she aware that there are children in estates throughout the country, including in my constituency of Dublin North-Central, where 52% of children are not even ready for primary school? From day one, when they enter the primary school system, they are already years behind. Will the Minister focus the extra resources and attention on these children in these areas? When dealing with the issue of standardised testing, she should encourage teachers and parents to focus on reading and literacy as a major priority. She should focus the resources on early childhood education.
I remind the House that supplementary questions are limited to one minute.
I apologise, a Leas-Cheann Chomhairle.
I understand that approximately 90% of primary schools are already using some form of testing. We are aiming to ensure that teachers will use the test for the benefit of children, teachers and parents, and for the learning experience of children, not with a view to imposing further tests on children. At the moment, a number of different means are used for assessment. This will be one of them in a school context. Homework, for example, is a way of assessing children. Teachers say that the most obvious way to assess a child's knowledge and ability is observation, whereby they are able to witness the child's progress in the classroom, which is what teachers are trained to do. However, they are looking for further help and support in this regard.
On early education, it has been proven that children from disadvantaged areas, in particular, depending on their family's literacy level, can benefit most from early education. This is why, under the new action plan for disadvantage, the DEIS programme, there will be an expansion of the number of areas which will be included in an early education programme to ensure these children can be prepared for school.
Where children are found to be very much below the average on these tests, will the Minister provide for some fast-track support system to give these children intensive support to bring them up to the average level? If there is no such support, the standardised testing will not achieve much for individual children who have difficulties.
One of the benefits of putting in place in every school in the country special needs resource learning support teachers is that these facilities are now in place. By having these tests, teachers will be able to identify more accurately and more quickly the children who need extra support and, therefore, they will be able to refer them to the resource teacher who will be present in the school. This means the needs of the child will be met quickly without having to depend on psychological reports.
School Curriculum.
Billy Timmins
Question:113 Mr. Timmins asked the Minister for Education and Science the way in which Irish music, dance and culture is catered for in the primary school curriculum; if same is being implemented; and if she will make a statement on the matter. [32771/05]
There is a major emphasis in the primary school curriculum on our Irish culture, including music and dance. Pupils are encouraged to develop an awareness of Irish customs and traditions and to deepen their appreciation of the Irish identity. Throughout the curriculum and the accompanying guidelines, there are numerous examples and suggested learning experiences that draw on the Irish cultural environment and emphasise our heritage, games, music and dance.
The curriculum places value on our Irish culture in the context of growing diversity among the pupil population and the importance of respecting and celebrating the cultures of others. Language is a powerful medium through which pupils acquire an awareness of culture. The primary school curriculum is built on the right of all children, from the beginning of schooling, to experience language learning in both English and Irish. An appropriate experience of both languages has an important contribution to make to the development of the child's cultural awareness and sense of cultural identity. The Irish language is at the core of our heritage and the most obvious aspect of our Irish culture. One of the main aims of the Irish curriculum in the primary school is to develop cultural awareness. Learning the Irish language enables the child to connect with that culture, its literature, folklore and music. In the teaching of English, children are encouraged to read and respond to a wide range of literature and poetry, including the works of Irish authors.
The emphasis on Irish culture permeates other curriculum areas also. For example, in the visual arts, pupils are taught to look at and respond to Irish works and in history the child's learning about "myself and my family" might focus on feasts, festivals and lifestyles of the past. Among the objectives of the music curriculum is the development of an awareness and appreciation of song and traditional Irish instruments. The tin whistle is recommended as one of several suitable means by which pupils can achieve appropriate levels of mastery in the production of music. Dance is a strand of the physical education curriculum and one of its learning objectives include enabling children to perform dances with confidence and competence, including simple folk and Irish dances.
During the delivery of the in-service seminars for music in the 2004-05 school year, specific emphasis was placed on raising teachers' awareness of as many resources as possible for the teaching of Irish music. In addition, the Irish Recorded Music Association Trust presented a tin whistle to every teacher in the country. Dance is one of the three strands being presented to teachers during this year's in-service in physical education. Irish dance is a particular focus and teachers get opportunities to practise set dancing during the in-service seminars.
I am almost sorry I tabled the question because I can almost picture the Minister on her tin whistle as she flew along in that very rapid fire response.
As I do in Irish dance.
While her response sounded quite impressive, is she satisfied that this is being implemented? I ask the question in the context of having encountered young children in various parts of the country in recent years who appear not to have the wherewithal to sing an old traditional Irish song like Báidín Fheilimí or Poc ar Buile. It appears to be something we have encased away and emphasis is not being placed on it in primary schools as was the case heretofore. How will the Minister ensure this part of the curriculum is being implemented, because I am of the opinion that this is not being done? Will she agree that there may be merit in the concept of considering specialised teachers in this regard? One cannot expect every primary teacher to be an Enya or a Michael Flatley, but some teachers have an ability in this area. Will she consider providing specialised teachers who would service several schools, instead of expecting teachers to be Jack of all trades, which many of them are not?
It has been a great pleasure for me over the past year or so to visit more than 200 schools. I am usually impressed by the emphasis being put on dance, singing and the Irish language. While one will get the Mamas and the Papas, and other such songs, in perfect harmony, one will also get the traditional Irish songs. I witnessed wonderful Irish dancing in Monaghan without the wigs and glittery costumes. I have also seen a great seisiún in Wexford. Tin whistles and the recorder are very popular. Obviously the culture and the environment of the community play a huge part. If traditional music is strong in a particular area, it permeates into the school. I opened a school extension in Glenamaddy recently where one of the traditional singers from the town taught the songs of Glenamaddy. That is useful interaction.
I do not agree with the idea of having specialist teachers who come in just to teach music because it is a central part of the training of the primary school teacher. The emphasis and basis of training primary school teachers is that they are multidisciplinary. However, one will find that teachers co-operate with each other and may, perhaps, bring the two first classes together. One who is good at sport will take one group and another who is good at music will take the other.
I appreciate where the Deputy is coming from. In some areas, because of multiculturalism in our schools, the amount of time spent on Irish culture may be diluted to compensate for the broadening of other cultures. In its own way that can be positive because it can ensure that the Irish student looking at his or her Irish culture will appreciate it even more.
The Minister correctly mentioned that some areas that do not have a tradition of Irish music, dance and so on may not have it in the schools. Does the Department have any indication or mapping of these areas? Traditionally, there are areas where it is not strong and it is not taught in the schools.
We would not have mapping of the areas involved. That is obviously a wider cultural issue for the Department of Arts, Sport and Tourism. One may not think that my constituency of Dún Laoghaire, formerly Kingstown, would be a hotbed of great Irish culture, yet Comhaltas CeoltóiríÉireann has its headquarters there and hundreds of children attend every week for traditional music. Also the first gaelscoil was set up there. It is difficult to identify an area where a particular culture may be strong or otherwise. I know everybody puts on a good show when the Minister turns up but it certainly shows a talent among the teachers who encourage the children.
On the issue of Irish music and dance in primary and secondary schools, there is already a huge resource within some schools which are examples of good practice. Deputy Timmins' question is relevant because there are some schools that may not necessarily have the same examples of good practice in respect of Irish music, dance and all other aspects of the arts. Perhaps the Minister would use the resource of schools that already have an excellent programme running to assist those schools that may not necessarily have such a programme. In some of the poorer schools in the city there are great examples of Irish dance and dance from different nationalities and respect for cultural diversity. There are some creative teachers who implement these policies in schools.
I agree with the Deputy. It has no bearing on the position of the school or the socioeconomic breakdown of the school as to what type of culture is taught or the involvement of the children. However, much depends on the interest of the teacher. That is the reason the summer programmes, the summer schools and literacy through the arts are hugely important for encouraging the teacher to pass on the skills.
Physical Education Facilities.
Olivia Mitchell
Question:114 Ms O. Mitchell asked the Minister for Education and Science the grants available to primary schools to purchase physical education equipment; the moneys allocated under any such grant scheme; and if she will make a statement on the matter. [32702/05]
My Department fully recognises the key role of physical exercise within the school environment and continues to respond to the need to improve PE facilities. The provision of such facilities is an integral part of the design process for new school buildings or where an existing school building is undergoing major refurbishment. New PE equipment such as balancing benches and gym mats are funded as part of any major building programme.
In regard to specific sports equipment grants, my Department has provided in excess of €5.5 million in grant aid to primary schools specifically for this purpose to enable them to provide coaching or mentoring in connection with physical education or to purchase resource materials associated with the provision of physical education. Materials and equipment purchased by schools in previous years will generally be available to them for subsequent years. The question of a further grant will be kept under review.
Schools may use their general capitation funding to support the implementation of curricula, including physical education. Since 1997 the standard rate of capitation grant has been increased from £45 per pupil to €133.58 in the current year, an increase of almost 134% in the period. Also, all primary schools with permanent recognition receive an annual minor works grant from my Department. Each school gets a standard rate of €3,809 plus a per pupil rate of €12.70. Special schools and schools with special classes receive an enhanced per pupil rate of €50.80. It is open to school management authorities to use this devolved grant for the purchase of equipment, including physical education equipment, provided it is not required for more urgent works. My Department also considers applications for additional grant aid for such equipment where schools can demonstrate that the minor works grant funding is insufficient for this purpose.
I will save the Minister telling me that only 20% of the pupil's year is spent in school.
Their waking hours.
The Joint Committee on Education and Science did a report, for which I was rapporteur, on physical education, one of the recommendations of which was that there would be a specific period of specialised funding for PE, similar to that provided for information technology. Has the Minister considered that recommendation? Deputy Sargent tabled a question on promoting a healthy diet in schools. We must accept that part of this must be done in the PE section of the school curriculum. Some primary schools are doing a good job but others do not have the facilities. While the building programme is still under pressure in terms of applications, I cannot foresee a time when only PE buildings will be used for that purpose. In light of the Estimates I ask the Minister to consider a specific period of specialised funding for PE in schools.
I appreciate where the Deputy is coming from. Despite the fact that we are spending almost €500 million this year, stand-alone PE halls are still only a priority four. When one weighs up the needs throughout the country for classrooms, new schools, buildings for special schools, special units and so on, I cannot prioritise stand-alone sports halls any higher. We are building them in the context of new schools and major new extensions.
Equally, where there is any new major extension to primary schools, they get large general purpose areas. A number of schools had to sacrifice their GP room when there was a shortage of classrooms. As their needs are met with extra classrooms, such as the new scheme introduced this year of permanent accommodation where schools have applied for a permanent accommodation grant to add on an extra classroom, they will then be able to retrieve their GP room. For the moment I do not envisage being able to set aside money which would be to the detriment of schools getting classrooms.
Has the Minister had any formal discussions with her Cabinet colleague in the Department of Arts, Sport and Tourism with a view to ensuring that if he provides a grant to a club, those facilities would be accessible to a school? I appreciate that is being done on an ad hoc basis but will the Minister have more formal negotiations with her colleague with a view to ensuring a better allocation of resources? Perhaps it could be made mandatory in giving a grant that the facilities would be available to local schools.
I have had a number of discussions with and good co-operation from my colleague, the Minister for Arts, Sport and Tourism, Deputy O'Donoghue. In some local areas there is good co-operation between sports clubs and the schools. Where there is not co-operation, there can be terrible enmity and jealousy between schools in the one town. If one school happens to get a new building and a PE hall with it, the other school demands another PE hall. I know of one town where two new schools got two PE halls and now the third school is insisting on a PE hall. There are only 7,000 people in the whole town and yet there is no co-operation between the schools on the issue. The Department of Arts, Sport and Tourism is doing an audit throughout the country on what sporting facilities are available in different towns. We hope to build on that, fill the gaps and ensure co-operation between everybody.
I am aware the INTO suggested dual usage facilities. Is there not some way of ensuring co-operation and that there is not competition between schools because it appears to be a good way of maximising use of a facility where schools can have use during the day time and the community at night time? Can the Minister knock heads together with a view to greater co-operation?
Obviously there are issues to be resolved about management and who is responsible for insurance, cleaning and so on. These issues are being examined.
Sexual Offences.
Arthur Morgan
Question:115 Mr. Morgan asked the Minister for Education and Science her views on claims made by the One in Four group that abuser clerics had an extremely high level of access to national schools which allowed them to take children from the schools and abuse them. [32747/05]
The involvement of priests with national schools has generally been in the role of chairperson of the board of management or as visiting priest assisting a class teacher in the provision of religious instruction, for example, in preparation for First Communion or Confirmation. The rules for national schools require that the chairpersons of the boards of management visit their schools regularly and satisfy themselves that the rules for national schools are being complied with. The timetable for primary schools provides for a period of 30 minutes per day for the teaching of religion. While the teaching of this subject would be a matter for the class teacher, the teacher may invite the clergy of the relevant denomination to visit the class during this period if they so wish.
I am aware of the claims made by the One in Four group in so far as they have been reported in the media. I understand they relate to concerns about certain priests with a propensity for child abuse having had access to children in national schools primarily in the inner city of Dublin in the 1980s. Obviously, if there are particular concerns in this regard they would need to be investigated fully. We now know from the Ferns inquiry the awful reality of how persons, who were accorded a position of trust in the community, wilfully abused that position to visit the horror of child sexual abuse on their victims with such damaging consequences for them and their families.
This morning the Government took decisions on further investigations specifically in respect of the archdiocese of Dublin. Details will be announced later this afternoon. I assure the House that my Department will provide whatever assistance it can to facilitate the work of the commission.
Is the Minister saying that the Department of Education and Science has no information on the claims made by the One in Four group that children were taken out by abuser priests? It is not clear from her response. The One in Four group has suggested that children from a deprived or working class background were taken out. The governor of Mountjoy Prison often talks about the usual groups and communities from which people come. Many of the children abused at school went to institutions at which they were again abused and ended up in prisons where they were also abused. I am trying to ascertain the information the Minister has on the abuse that appears to have happened in the past.
The Minister mentioned the Ferns Inquiry and as a society we must learn from what happened in the past. However, if this information is not in the Department of Education and Science, should we look to abuser groups to place this information on the public record or should Departments such as the Department of Education and Science and the Department of Health and Children come out openly and accept the problems that existed in the past and hopefully learn from it?
Any information on the Dublin archdiocese will be provided to the commission and we are co-operating fully to ensure that any factual information we have will be handed over. While I am not aware of details, we will investigate fully anything the One in Four group highlights for us.
Has the Minister met Marie Therese O'Loughlin, who is protesting outside Leinster House and who has made claims of abuse? Has she given consideration to including the Morning Star mother and baby unit in the scope of the Residential Institutions Redress Board?
I have spoken to Marie Therese O'Loughlin and have indicated to her that unfortunately I am not in a position to add that mother and baby home to the Schedule because the State did not have any inspection role in that home at that time. It therefore cannot be included. Obviously she is very upset over this matter. I did not want her to suffer any further in anticipation that something could happen. However, I am precluded from doing it.
Understanding the relationship between the schools and how abuse took place is important. Will the Minister reconsider allowing the Department of Education and Science to provide copies of material regarding special schools to the National Archives of Ireland, which does not have material from special schools because it is being used for the redress board? Copies rather than originals could be supplied. It is very important that as much information as possible is put into the public arena to maximise protection and understand the relationship between the State and those schools.
The Deputy gave the reasons we cannot hand over that documentation. Normally documentation would be supplied after 30 years. However, because it is in use by the redress board we cannot hand it over. As soon as the board's work is complete we will be happy to ensure that information is made available.
Written Answers follow Adjournment Debate.