I propose to take Questions Nos. 162 to 164, inclusive, together.
One of the objectives of DEIS Plan 2017 is to more closely match resources with identified needs in individual schools within a finite financial envelope. DEIS Plan 2017 states that the improved data on the socio-demographic of schools resulting from the new identification model will have an impact not only on the assessment for schools for inclusion in the programme but also on the scaling of resources to allow for more graduated levels of support. This in turn allows for the ultimate objective of allocating resources to best meet the identified need of individual schools.
In order to achieve this, we need to ensure that the current identification model is as accurate as possible and this will be facilitated by the use of Eircode to ensure correct inputting of addresses.
Eircode functionality is currently being encoded on the relevant databases within my Department and an independent accredited encoder, Gamma Autoaddress, have been contracted to provide the necessary services to facilitate this. Work on this project is well underway. The intention is that the encoding process will provide either an Eircode or a small area code for more than 80% of pupils. It is anticipated that following the required testing and a communications process with schools, full functionality and application should be possible by the end of Q1 2019.
Further analysis is also required to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation.
In order to ensure the quality of the address data and conduct further analysis, it is not my intention to extend the DEIS programme to any further schools until this work is complete.
I wish to advise the Deputy that work is continuing on the implementation of the various Actions under DEIS Plan 2017 with a focus on targeting extra resources as closely as possible at those students with the greatest level of need. Work has also commenced on identifying such interventions that are having the greatest impact on tackling educational disadvantage. This will involve testing new approaches in groups of schools and working closely with schools in school self-evaluation and planning improvements.