Dáil Éireann Debate, Tuesday - 4 July 2006
29 Ms O’Sullivan asked the Minister for Education and Science when she expects decisions to be made on appeals from schools in respect of their inclusion under the DEIS initiative; if the anomaly will be addressed whereby some schools are excluded despite catering for largely the same families as others which are included; and if she will make a statement on the matter. [26132/06]
View answerDEIS provides for a standardised system of identifying levels of disadvantage and a new integrated school support programme. The school support programme will bring together, and build upon, a number of existing interventions in schools with a concentrated level of disadvantage.
The process of identifying primary and second level schools for participation in the school support programme was managed by the Educational Research Centre, ERC, on behalf of my Department and supported by quality assurance work co-ordinated through the Department's regional offices and the inspectorate. As a result of the identification process, 840 schools were invited to participate in the school support programme. These comprised 640 primary schools, 320 of which were urban and 320 rural and 200 second level schools.
A review process has been put in place for both primary and second level schools. The review process applies only to those primary schools that participated in the ERC survey in May 2005 and only to those eligible second level schools for which data were available from the relevant databases. The closing date for receipt of review applications was Friday, 31 March 2006. The review process is operating under the direction of an independent person, who is charged with ensuring that all relevant identification processes and procedures were properly followed in the case of schools applying for a review. The reviewer is being supported by a nominated staff member from the ERC and an official from my Department.
In the case of primary schools seeking a review, applications must relate to data on the relevant variables included in the ERC survey of May 2005 and the reference date of 30 September 2004. In this regard, analysis of the survey returns by the ERC identified the socio-economic variables that collectively best predict achievement and these were then used to identify schools for participation in the school support programme. In the case of second level schools seeking a review, applications must also be based on the variables used to determine eligibility for inclusion in the school support programme.
Review requests must be based on evidence and the variables and reference dates used in the identification process for the school support programme. The review group will also consider the issue of association where it is evident that an associated school is serving the same families.
The review process is nearing completion and the review group will shortly make recommendations to my Department in the case of each school that has sought a review, following which each school will be written to as regards the outcome of their application.
Do I understand from the Minister's reply that schools in which children of the same family are enrolled will be considered in the review? I have been informed that where children from the same family graduate to secondary school, it sometimes arises that the primary school is included whereas the secondary school is not. Why are the criteria for primary level different from those for second level? The Minister has outlined for me the variables with regard to primary schools, which include unemployment, local authority accommodation and lone parenthood. However, retention rates and exam results are the main criteria at second level. Why is that the case? Will the Minister consider a review of the policy because it can have the result that the same families are not included at second level?
How much additional money will be spent this and next year on the DEIS programme? How many appeals has the Department received from primary and secondary schools?
Not surprisingly, given the extent of the programme, a number of schools have appealed their exclusion from the programme or the decision to designate them band two or band one status. Approximately 350 schools have appealed, of which 100 were second level.
Association is not as important in respect of primary students graduating to secondary school because account is not being taken of cross-sectoral issues and second level students may be drawn from a wide area. However, the Department is aware of cases in which boys from a family attend band one schools while their sisters attend undesignated schools. The programme does not take account of the geographical base because if two schools in a town are in the programme while the third is not, that does not mean the latter is disadvantaged.
An additional €40 million will be spent on the programme and the funding will be front-loaded over the first couple of years. Thus, for example, the extra teaching staff needed to reduce pupil-teacher ratios in the most disadvantaged schools to 20:1 and 24:1 will be available from September. Any band one schools which were not previously designated as disadvantaged will receive resource teachers on an 80:1 basis. Teachers for home-school-community liaison will also be appointed this year. The early childhood element of the programme is being developed by the Minister of State at the Department of Education and Science, Deputy Brian Lenihan, and will be included next year. I will revert to Deputy O'Sullivan with the exact figures early next term.
Will the most disadvantaged schools be prioritised in the first year? I refer in particular to those schools with high levels of literacy and numeracy problems.
We have all agreed that the most disadvantaged schools should receive the most targeted support. They are being prioritised and that is the reason they are being given additional staffing. Other measures, such as the reading recovery programme and extra supports for the school completion programme, are being put in place in these schools with immediate effect. We are also working on the scheme for sabbatical leave for teachers and principals. Priority will be given to those in most disadvantaged areas.
