Ms Helen Walsh:

I am happy to start with the SET model if that is all right with Mr. Kearney. We are very aware of the concerns. The Department's model of SET allocation has changed on foot of very significant complexity in relation to complex needs. How do we gather the data for complex needs and how do we do it in an equitable manner? The problem the Department has identified already is that the data as they exist coming in from the CDNTs were scattered. There were some areas where the data were very positive and other areas where they were not.

In its efforts to make it an equitable system the Department made the decision to remove complex needs. The hours for complex needs remain within the system. The intention was to make a model that would account for and increase the weighting for student enrolment and, in addition, for social disadvantage and then for STen scores. We are aware that there are difficulties in that and there may be a lack of competence in relation to the change and the fact that it is happening over quite a short period. We are clear from an NCSE perspective – we have not done the modelling – that the review to some extent should pick up on some of those issues. Part of the review mechanism is to account for situations for schools that have identified where there are issues of homelessness or trauma within the community. Equally, we know that there is a cohort of students who may not be picked up and who have complex needs from junior infants up to second class. STen scores may or may not account for those students. Enrolment may not be the most accurate reflection of their needs as experienced by school communities. It is our intention that the NCSE review should account for some of those students and the level of complexity that they present in their school communities.