Ms Mary Byrne:

I thank the committee for inviting the NCSE to discuss the use of reduced timetables in schools. I am conscious of time and I will highlight a few points from our written submission. The NCSE uses the term "reduced timetable" to refer to school-based arrangements whereby students have a later starting time or earlier finishing time than other students, take fewer subjects than is usual for their peers, or do not attend school for the full five days each week.

In the past, we have reported concerns that, for a variety of reasons, a number of students with severe emotional behavioural disorders were not in full-time education because they were on reduced attendance as a way to assist the school to manage their challenging behaviour. We have also advised that some students with autism were on a reduced timetable and-or missed days from school because they could find it extremely difficult to cope in school due to extreme anxiety, sensory issues or social and communication difficulties. In some cases, these students can be marked present on the roll but still miss significant time from school, which is not officially recorded. There was little available information about this so the extent of the problem was not fully understood and, therefore, was not being fully addressed. We recommended that schools should be required to report these arrangements to Tusla to ensure that these students are in receipt of an education that is appropriate to their needs and to create an understanding of the nature, extent and impact of this problem.

One of our key responsibilities is to work with schools to ensure there are sufficient places in mainstream and special schools for students with special educational needs. We also provide advice and supports to schools on the education of students as well as providing professional learning opportunities for teachers. While we do not have a direct role in ensuring that students attend school, we support Tusla in discharging its responsibilities to ensure that all students, including those with special educational needs, attend school or otherwise receive an education. From time to time, information on individual students on reduced timetables is brought to our attention through, for example, revised school transport applications or engagement with parents. While we do not track this information because we do not have a formal role in ensuring students' attendance at school, when our special education needs organisers, SENOs, become aware that a student is on a reduced day or reduced timetable, they remind the school of its responsibility to report this to Tusla. Our SENOs also support parents, schools and students, where appropriate, to develop a plan for the student's return to full attendance.

We do not as yet have an informed view on whether the use of reduced timetables can be of benefit to students as, to date, we do not have sufficient evidence on which to base such a view.

We have been told by teachers and principals that there is a small but significant minority of students whose needs are so great that they are unable to manage a full school day. This could be due to school phobia or sensory difficulties or severely challenging behaviours and schools make the case that reducing the length of their school day enables these students to attend school for at least some of the day or week. The NCSE considers that, before reaching any decision on the appropriateness or otherwise of such arrangements, more information is required on the arrangements that schools put in place around reduced student timetables, including information on whether this includes a plan for the student’s phased return to full-time education.We consider the issue of reduced timetabling is an extremely important matter which, depending on the arrangements in place, could potentially negatively impact on the education provided to students with special educational needs. The overriding imperative must be that these students receive an education appropriate to their needs.

We welcome the committee’s examination of the issues involved and would be very happy to provide further assistance to the committee should it be required. The council has formed extensive contacts with New Brunswick over the past year and we would be very happy to assist in helping the committee to engage with our colleagues there.