Dáil Éireann díospóireacht -
Tuesday, 16 Oct 2001

Vol. 542 No. 2

Written Answers. - Disadvantaged Status.

Pat Rabbitte

Ceist:

502 Mr. Rabbitte asked the Minister for Education and Science if his attention has been drawn to the anomaly whereby, in the case of neighbouring junior schools designated as disadvantaged in Tallaght, Dublin 24, one is included in the early start scheme and the other is not; if his attention has further been drawn to the similar anomaly in Tallaght in respect of the breaking the cycle scheme; his plans to extend the early start and breaking the cycle schemes to neighbouring schools in Tallaght; and if he will make a statement on the matter. [23706/01]

Minister for Education and Science (Dr. Woods)

There are two schools in the Tallaght area included in the early start pre-school programme and four schools in the area included in the urban dimension of the breaking the cycle pilot project. These schools have been included in the schemes since the 1996-97 school year. The early start pre-school programme located in 40 schools is aimed at exposing children of pre-school age to an educational programme which will enhance their overall development and lay a foundation for successful educational attainment in future years. The early start pre-school programme is established at two of the junior schools in the Tallaght area and the locations were selected on the basis of priority of need across disadvantaged areas. The Deputy may be aware of the White Paper on early childhood education, Ready to Learn, which sets out a comprehensive strategy for the development of early childhood education for all children aged from birth to six years.

The question of developing and funding initiatives for particular pre-school sectors or the extension of the early start project to additional schools will be considered by my Department in the context of the implementation of the White Paper.

The breaking the cycle pilot project was introduced in 1996 in 33 urban and 123 rural schools. The project seeks to target a programme of special supports in selected urban and rural schools, which were identified as being particularly disadvantaged through a survey of schools carried out by the Educational Research Centre at that time. The criteria under which schools were selected for inclusion in this initiative and the selection process itself, were devised and carried out by the Educational Research Centre following detailed consideration of a range of indi cators of educational disadvantage. On the basis of these criteria and the survey outcome, schools were selected on the basis of priority of need.

A further comprehensive survey of all primary schools was carried out by the Educational Research Centre in 2000 at the request of my Department. The purpose of the survey was to identify the level of concentration in each primary school of pupils with characteristics that are associated with educational disadvantage and early school leaving. A number of accepted socio-economic variables, was used to compute an index of disadvantage for each school surveyed. The survey provides a valuable basis for directing resources to the areas of greatest need. The survey outcome forms the basis of the new programme, giving children an even break, which I announced in January last to tackle educational disadvantage at primary level over a three year period.

All of the schools identified as having enrolled pupils with characteristics of disadvantage have been invited to participate in the programme. Over 2,300 primary schools, including the four schools referred to by the Deputy, have been selected to receive additional supports for the delivery of targeted in school and out of school actions under the new programme. The operation of the breaking the cycle pilot project is being closely monitored by my Department and is being evaluated by the Educational Research Centre. The future of the project as a model of addressing educational disadvantage in urban and rural settings will be considered in the light of the findings in the evaluation report which is due at the end of 2001 and in the context of the range of measures now being provided to schools under the new programme.