Seán Crowe (Dublin South West, Sinn Fein)

That is a major worry. Will suitable buildings be provided if there is an agreement between schools to amalgamate? It does not seem to be in the programme and it needs to be done. There has not been joined-up thinking between the branches of the Department with the responsibility for ensuring schools have the capacity to join together. How will existing schools cope with increased classroom sizes and an influx of additional pupils?

The budget reality is that the discretionary ratio for Gaeltacht schools is gone. This will mean the minimum number of pupils required for a fourth teacher goes from 81 to 83. In Gaeltacht areas, where the minimum was 76 pupils, schools now need 83 pupils to qualify for a fourth teacher. This increases to 86 by 2014 for all schools, meaning the increase in Gaeltacht areas will be ten pupils compared to five pupils in other areas. I share the concerns of other speakers about minority denominations. They need to be treated with particular sensitivity, particularly in respect of staffing posts and proposed amalgamations.

Sinn Féin does not oppose amalgamations, particularly if they are carried out with the express wishes of the school community. There are examples of successful mergers that improved the school environment for pupils and enhanced their educational attainment. Value for money cannot be the primary consideration that influences policy. The financial costs associated with providing a network of accessible schools should be carried out in conjunction with improving existing community facilities and as part of a strategy to enhance the social fabric of rural areas. This is particularly important when we consider the amount of State resources that have already been invested upgrading rural schools.

Other options need to be considered, including the clustering of small schools. Whole school evaluation reports provide compelling evidence that many small schools throughout the country meet the needs of students. Reports frequently refer to the family-like nature of support for pupils in small schools, with many described as effective in facilitating the development of pupils' self-confidence and self-belief. A further vindication of small schools is the regular reference to the high standards of teaching and learning in the curriculum. Comments such as "very good quality learning experiences", "high standards are reached in many areas of the curriculum, particularly in English and Mathematics" and "excellent use is made of ICT" are typical of the reports.

The vast majority of small schools are in very good condition because local communities take pride in their upkeep. Other studies indicate that small schools embrace reform agendas more quickly than big schools because they are, by their nature, less bureaucratic. Recent whole school evaluation reports frequently praise the special education and learning support provision in small schools. They highlight the high standard of care and attention that is provided to pupils with learning difficulties and special educational needs. This could be lost if small schools are forced to close and amalgamate.

I urge the Minister to recognise the importance of small schools in rural Ireland. Any viability assessment must have a greater remit than just short-term savings. Financial concerns, taken in isolation, are no justification for closing small schools and the Government needs to examine the adverse impact on the child who is forced to travel to a different environment. The importance of rural schools in maintaining community cohesion and the role they play in the preservation of local history, culture and folklore must be also considered. Every euro cut from the education budget reduces a child's prospects, harms his or her future life chances and jeopardises this country's chance of recovery.

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