I propose to take Questions Nos. 227 to 229, inclusive, together.
A significant benefit of the new identification process for DEIS Plan 2017 lies in its capacity as a uniform system adopting common criteria and a consistent application across all primary and post-primary schools.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This data is applied uniformly across all schools in the country. The Pobal HP Index provides only one element of the data required for the assessment of schools, accordingly the HP score for the small area in which a school is located is not relevant to the new identification process.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by my Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the schools referred to by the deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model, which is fair and objective.
The implementation of a new objective, central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to ensure that levels of resource more accurately follow the levels of need identified by the model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
Further information is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
