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Pupil-Teacher Ratio.

Dáil Éireann Debate, Thursday - 25 November 2004

Thursday, 25 November 2004

Questions (67, 68)

Bernard J. Durkan

Question:

67 Mr. Durkan asked the Minister for Education and Science her plans to improve pupil-teacher ratios at both primary and secondary level with particular reference to disadvantaged areas; and if she will make a statement on the matter. [30698/04]

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Bernard J. Durkan

Question:

237 Mr. Durkan asked the Minister for Education and Science the targets that have been met in regard to the improvement of the pupil-teacher ratio, particularly in areas of disadvantage or high crime levels; and if she will make a statement on the matter. [30878/04]

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Written answers

I propose to take Questions Nos. 67 and 237 together.

Significant improvements have been made in the pupil-teacher ratio at both primary and post-primary levels in recent years. The overall pupil teacher ratio at primary level has fallen from 22.2:1 in the 1996-97 school year to 17.44:1 in the 2003-04 school year.

The overall maximum class size in primary schools by reference to the staffing schedule has been reduced from 35 in the 1995-96 school year to 29 in the 2003-04 school year. The staffing schedule for the 2003-04 school year was structured to ensure that all primary schools would operate to an average mainstream class size of 29 pupils. It is a matter for school authorities to ensure that there is an equitable distribution of pupils in mainstream classes and that the differential between the largest and smallest classes is kept to a minimum.

The overall pupil-teacher ratio at second level has also improved significantly in recent years. The ratio fell from 16:1 in the 1996-97 school year to 13.6:1 in the 2003-04 school year. I am committed to reducing overall class sizes still further. This, however, can only be done on a phased basis having regard to available resources and subject to spending priorities within the education sector. The proposed new system for resource teacher allocation involves a general allocation for all primary schools to cater for pupils with higher incidence special educational needs, that is, pupils with borderline mild and mild general learning disability and specific learning disability. The allocation is also intended to support those with learning support needs, that is, those functioning at or below the 10th percentile on a standardised test of reading and-or mathematics. An additional 350 teacher posts are being provided to facilitate the introduction of the new system.

With regard to staffing provision for disadvantage at primary level, a range of existing additional supports will continue to be provided in 2004-05. These supports involve the provision of over 600 teaching posts enabling the implementation of significantly reduced PTRs in both junior and senior classes in more than 240 disadvantaged primary schools. At post-primary level, 203 disadvantaged schools will have over 220 concessionary teaching posts in 2004-05.

My Department is currently finalising a review of educational disadvantage schemes with a view to building on what has been achieved to date, adopting a more systematic, targeted and integrated approach and strengthening the capacity of the system to meet the educational needs of disadvantaged children and young people. The future position on the provision for educational disadvantage will be clarified in the context of this review.

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