Dáil Éireann Debate, Wednesday - 20 July 2016
160. Deputy Thomas Byrne asked the Minister for Education and Skills to provide an update on the performance of the pilot allocation system for resource teaching and learning supports; his views on whether the pilot is a success and, if so, on what indicators; his plans to extend the new allocation scheme in 2017-18 or at a later date; and the cost of the pilot scheme. [23197/16]
View answerMy Department has implemented a pilot of the proposed new Resource Teacher allocation model over the 2015/2016 school year. A review of this pilot has been completed and a report of the review is currently being finalised. I understand that the review will indicate that the new model has been positively received by schools and parents.
Under the pilot some 23 additional teaching posts were allocated to school participating in the pilot. The full year cost of this provision was €1.4m. It should however be noted that participating schools did not access resources through the existing NCSE model. It is not possible to determine whether any of the schools would have additional allocations under that model. Accordingly the figure of €1.4m should not be regarded as an additional cost to the Department but as an alternative cost.
Additional costs relating to hiring meeting facilities to accommodate training and information days for participating schools as well as travel and subsistence costs for teachers and principals attending the numerous training and information events amount to approximately €31,000.
Throughout the pilot my Department gathered information from the participating schools. This information was gathered using surveys, information and training days, self-reflective questionnaires and a formal review undertaken by my Department's Inspectorate.
Through these processes, schools indicated that they welcomed the increased flexibility and autonomy provided by the model to allocate resources based on need. Most schools believe the model allows more scope for team teaching, targeted interventions, mix of in-class and group work, with less focus on withdrawal and one to one teaching. All schools welcome the move away from the unnecessary labelling of children in order to secure resources. Schools also welcomed that they no longer need to wait for diagnosis and that this facilitates intervention at an earlier stage based on the schools identification of need.
In addition schools indicated a belief that they were broadly well supported in meeting the needs of children with Special Educational Needs.
When the full review has been finalised, I will consider its findings and will then consider the next steps for the new model including the timeframe for its introduction.
