The Education (Welfare) Act, 2000 established the National Educational Welfare Board as the single national body with responsibility for school attendance. The general functions of the board are to ensure that each child attends a recognised school or otherwise receives a certain minimum education.
To discharge its responsibilities, the board is developing a nationwide service that is accessible to schools, parents and guardians and others concerned with the welfare of young people. For this purpose, educational welfare officers, EWOs, have been appointed and deployed throughout the country to provide a welfare-focused service to support regular school attendance and discharge the board's functions locally.
The service is developing on a continuing basis. The total authorised staffing complement is currently 94, comprising 16 headquarters and support staff, five regional managers, 12 senior educational welfare officers, SEWOs, and 61 educational welfare officers, EWOs. Towns which have an educational welfare officer allocated to them include Dundalk, Drogheda, Navan, Athlone, Carlow, Kilkenny, Wexford, Bray, Clonmel, Tralee, Ennis, Sligo, Naas, Castlebar, Longford, Tuam, Tullamore, Letterkenny and Portlaoise. In addition, the board will follow up on urgent cases nationally where children are not currently receiving an education. I understand that the NEWB provides an intensive service in the areas where educational welfare officers are located. All other areas receive an urgent service where the NEWB prioritises children who, for example, are out of school or where no school place exists for them.
The board has indicated to my Department that the average caseload of each educational welfare officer as at December 2005 is approximately 110. This figure is similar to that which was last indicated by the board as at September 2005, that is, 108. The board is continuously reviewing its procedures for prioritising children and families who require intervention, in order to ensure that children with the greatest level of need gain maximum benefit from available resources, and to work with local agencies in prioritising children's and family needs.
In this regard, there are some 490 staff in educational inclusion programmes whose work involves a school attendance element. My Department is anxious to ensure that the maximum benefit is derived from these substantial personnel resources. Consequently, work is ongoing to develop appropriate protocols for integrated working between the different services involved.