Dáil Éireann díospóireacht -
Thursday, 9 Mar 2000

Vol. 516 No. 2

Written Answers. - Disadvantaged Status.

Seán Ryan

Ceist:

49 Mr. S. Ryan asked the Minister for Education and Science the evidence upon which his Department has concluded that the disadvantaged areas scheme is not achieving its objectives; if the scheme has been the subject of an evaluation report; if he will publish all this evidence; and if he will make a statement on the matter. [7235/00]

Minister for Education and Science (Dr. Woods)

Specific supports for primary schools serving designated areas of disadvantage began with the provision of concessionary ex-quota staffing in the early 1980s and with the introduction in 1984 of the designation of schools serving large urban areas with high concentrations of pupils at risk of educational disadvantage. Designated schools attracted enhanced capitation funding for the overall management of the school, for the purchase of books and learning materials and for the development of home-school links.

My Department has not concluded that the disadvantaged areas scheme is not meeting its objectives. Questionnaires completed by school chairpersons, principals, class teachers and parents on the enhanced capitation were very positive towards, and appreciative of, the recognition and support afforded by the increased funding.

A report based on the questionnaires recommended the establishment of the home-school-community liaison scheme in 1990 and the period from the late 1980s to date was one of transition from equalising opportunity for pupils at risk of educational disadvantage to one of positive discrimination in favour of pupils at risk.

Positive discrimination is exemplified in the introduction of schemes, projects and initiatives since 1990. These are: the home-school-community liaison scheme that promotes parental involvement in their children's learning by developing collaboration between parents and teachers; Early Start, a pre-school intervention designed to offset the educational effects of educational disadvantage; Breaking the Cycle designed to test an urban and rural response to educational disadvantage; the support teacher project, provided for schools experiencing difficulties in supporting pupils with disruptive, disturbed and withdrawn behaviour; the eight to 15 early school leaver initiative designed to develop models of good practice in the delivery of integrated services to children at risk of educational disadvantage and their families.

The system of designation at primary level entailed the targeting of resources at the concentrated urban areas with high level of disadvantage and a limited number of small rural schools. Capitation and concessionary staffing were based on the entire school regardless of the numbers of pupils from disadvantaged background on rolls.

The supports offered were the subject of ongoing internal review. There was also informal feedback from schools and applications for various supports from school and non-school personnel in non-designated school areas. On the basis of continual monitoring and review, it was concluded that the designated school system of supports was too inflexible in that it applied only to a select cohort of schools and to all the pupils in them. Consequently, the provision took no cognisance of the needs of schools in other areas with differing concentrations of pupils from disadvantaged backgrounds or the needs of the pupils in them. The supports were allocated on an ongoing basis regardless of any changes in the make-up of the designated schools' enrolment and a range of schools in towns and urban areas which have varying levels of concentration of pupils from disadvantaged backgrounds received no additional supports.

I am implementing a three year programme that will target £194 million at addressing educational disadvantage in the various sectors from early education to lifelong and continuing education. As part of this programme a survey of all primary schools will be conducted during the current school term to establish the levels of concentration in the schools of pupils from disadvantaged backgrounds. Tiered supports that respond to the levels of need of the schools will be targeted at those pupils in them who come from disadvantaged backgrounds. The new supports will be made available from next September and will be subject to ongoing review of the level of need in each school and may be increased or reduced to reflect changing circumstances.