Dáil Éireann Debate, Thursday - 9 March 2017
135. Deputy Michael Healy-Rae asked the Minister for Education and Skills the criteria for DEIS schools; the way in which they are decided upon (details supplied); and if he will make a statement on the matter. [12753/17]
Amharc ar fhreagraDEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of the DEIS Plan 2017 is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
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. The data is applied uniformly across all schools in the country. There is no adjustment to take account of whether the schools is an "all boys" or an "all girls" school.
Further information on the development of the identification process 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-/.
In its initial application, the new identification model has identified that there are schools in 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.
Schools which have not been included at this stage 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.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
In relation to the Deputy's queries as regards Special Education resources, new Circulars setting out the scheme for the new model for allocating special education teachers to mainstream schools have now been published on my Departments website. DES Circular 0013/2017 provides details for primary schools while DES Circular 0014/2017 sets out the position for post primary schools.
Under the new allocation model, schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The Circulars set out the reason why the social context of the school has been taken into account in developing the school profiles.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
Schools will be frontloaded with resources, based on each school's profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as they will no longer have to complete an application process annually and apply for newly enrolled pupils, or pupils transferring in to the school, who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis. The allocations include provision for additional teaching support to be made for pupils with specific learning disabilities such as Dyslexia.
For students who start school from September 2017, either in junior infants or transferring from another school, the resources they need will already be in the school under the new model and guidelines will be provided to schools in relation to how they should manage their allocations to ensure that all pupils who needs additional teaching support can receive such support.
DES Circulars 0013/2017 and 0014/2017 outline fully the basis on which the allocations have been made to schools.
