Dáil debates

Tuesday, 11 October 2005

3:00 pm

Photo of Michael RingMichael Ring (Mayo, Fine Gael)
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Question 7: To ask the Minister for Education and Science the number of children failing to make the transition from primary to secondary education for the most recent year for which statistics are available; and if she will make a statement on the matter. [27579/05]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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There is no up-to-date research on the number of children who do not transfer from primary to post-primary education on an annual basis. My Department is currently planning the development of a primary pupils database, which will facilitate the collation of much more accurate and comprehensive data on transfer rates in the future. Together with the current post-primary pupil database, this will allow much improved tracking of where children go after primary school.

Given the clear link between early school leaving and continued socio-economic disadvantage in adult life, the Government is determined to do all that is possible to ensure that every child gets all the opportunities and support they need to enable them to complete their education. To this end, we are providing increased resources for schools in disadvantaged areas to improve their school completion rates by offering extra supports for their students. These include extra educational supports and services such as breakfast clubs and homework supports. Working with parents to promote school attendance is also an important part of the work of the home school community liaison officers appointed to our disadvantaged schools.

Other measures designed to improve school completion include the establishment of the National Educational Welfare Board in 2002. The priority the Government attaches to tackling early school leaving is evident from the fact that the budget for the welfare board has been increased by 20% in 2005. In addition, €24 million is being provided this year for the school completion programme, a key element of which is developing strong links between primary and post-primary schools in disadvantaged areas.

Under the new action plan for educational inclusion, DEIS, which I launched in May, additional supports are being targeted at children in the most disadvantaged schools to encourage them to stay in school. The key principle of early intervention to identify and help children at risk of leaving school early is a major component of the plan.

Under DEIS, a continuing emphasis will be placed on the development of effective transfer programmes for pupils making the transition to second-level, by building on the existing work of the HSCL scheme and the school completion programme in this area. Initiatives such as familiarisation days and week-long transfer programmes for new entrants to second level have been shown to have positive results in helping children to make a smooth transition to their new school. I am anxious that a strengthening of such programmes be prioritised under the new action plan.

Primary teachers can help their post-primary colleagues to be aware from the start of difficulties facing particular children and how to help them to settle into post-primary school and minimise the risk of them dropping out. All primary and post-primary schools in disadvantaged areas must work in close partnership if we are to ensure that the transition from first to second level is as smooth as possible for all children and that support for such partnership is provided under the DEIS programme.

Photo of Olwyn EnrightOlwyn Enright (Laois-Offaly, Fine Gael)
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Is there a deadline for completing the database of students in sixth class? The Minister's predecessor frequently referred to this matter so we are anxious for it to proceed.

From her review of disadvantage, the Minister will be aware that each year 1,000 children fail to make the transition, a figure which has grown in recent years. The Minister spoke about changes. What changes does she intend to make to ensure that the programmes in place are working and that the best programmes are kept? We should consider how programmes that are not working can be changed so that they will work.

The Minister mentioned the National Educational Welfare Board. The board's average caseload of 185 cases per educational welfare officer means it is carrying out a fire brigade action as opposed to being more interactive and noticing the problems in schools that lead to children failing to make the transition and children at second level dropping out. In the upcoming Estimates, will the Minister consider increasing the budget for the National Educational Welfare Board to allow it carry out its full role and not simply deal with children after they have dropped out?

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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While I am reluctant to give a timescale for completion of the database, it is a priority for the Department, not only because of the valuable information but also because it will substantially reduce the workload for school principals. We are keeping the matter under constant review. We have no evidence to show that the numbers transferring from first to second level has increased as the Deputy stated.

Projects such as home school liaison and the school completion programme are having a great effect. Other projects which work very well and which we will continue under the DEIS are the pre-school, the in-school and the after school programmes. The school completion programme also offers holiday time support during mid-term break, organising activities and educational experiences for the children. Many outward-bound programmes mix sporting and cultural activities, literacy and numeracy programmes and include art, drama and music.

We are spending €24 million this year alone, a substantial investment in programmes to encourage children to stay in school and make the transfer. Schools are working closely on a regional basis with clusters of second level and primary schools linking together.

The work of the NEWB cannot be seen in isolation and must be seen in the context of all the other work that is ongoing with school completion. We need a carrot and stick approach, not just the stick alone. A question for reply later today deals with its budget. A service is available to every county, which represents a major improvement in the three years since it was established.

Photo of Jan O'SullivanJan O'Sullivan (Limerick East, Labour)
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I support Deputy Enright in her call for more funding for the National Educational Welfare Board, which is under stress to carry out its statutory duty. I am somewhat surprised that the Minister does not have up-to-date information. Under the Education (Welfare) Act, the National Educational Welfare Board should have such information available. If this is not the case is it because the board is under resourced? It has a direct role in ensuring that children transfer from primary to second level.

Will the Minister focus on children who drop out in the early years, particularly in the first year of second level education? Anecdotal evidence seems to suggest that many children cannot hack it at second level because they do not have the atmosphere and support available at primary level.

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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The Deputy mentioned the very real issue of children dropping out after first year. The Economic and Social Research Institute analysed the experiences of first year students in post-primary education in 2004 and highlighted the children at risk. Arising from this analysis we are targeting particular effective transfer programmes. This year I allocated an additional 100 guidance counsellors to schools, 60 or 70 of whom have already been appointed with the remaining number to go to the designated disadvantaged schools at the top of the list following the survey. I have specifically asked that their work should target the transfer, the children coming into first year and junior level students, not just those in fifth and sixth year, to ensure they are getting the support.

The work the school completion programme is doing is also being concentrated on those children so they make the transfer. We hope once we have the database, that will make it easier to get the kind of information needed in certain areas. We do not have national data and it is wrong to simply keep estimating. We need the evidence. The Deputy is correct but I am satisfied there have been major improvements.

Photo of Paul GogartyPaul Gogarty (Dublin Mid West, Green Party)
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Will the Minister accept that quite a few children drop out early from second level because they have not got the proper reading and writing skills and that intervention may be necessary at an earlier stage? Regarding the proposed review of the designation of disadvantaged schools, I heard in my constituency two weeks ago of a nine year old girl so hungry she could not walk to school. That is a shocking indictment. This occurred in an area of deprivation but it is not a RAPID area or an area designated as disadvantaged. What progress has been made with regard to tackling disadvantage in areas not traditionally designated as disadvantaged?

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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Implementation of the DEIS report which I launched, arising from a survey carried out for the Department, will probably begin in December. We recognise there are disadvantaged schools now that were not previously recognised as such. New schools not included in previous programmes have developed in various areas, so they must be included. That investment will involve an extra €40 million over and above current expenditure. It will also involve another 300 additional posts and in the first instance the investment will be targeted quite specifically at urban educational disadvantage which we recognise is a real problem.

The Deputy is right in saying the children who have dropped out of secondary education are those who have had literacy and numeracy problems. I am confident the 5,000 teachers we now have in our primary schools dealing specifically with children with learning difficulties and special needs will target those children. They can be identified and supported at an early age so that their problems can be rectified before they get to second level.

Photo of Olwyn EnrightOlwyn Enright (Laois-Offaly, Fine Gael)
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There is clear evidence that the drop-out numbers have risen. Between 1996 and 1997, 735 children failed to make the transition to second level, and in 2002-03 the figure was 1,004.

How will decisions be made on the classification of schools in terms of disadvantage? The Minister said the initial focus will be on the urban areas. For one reason or another, there are certain villages in rural Ireland where schools have an equal degree of disadvantage. I would not like to see such schools left behind. Some of the areas involved were not classified as disadvantaged and may need to be now. What process will be in place for the review?

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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All schools have responded to the survey which is being independently assessed by the Educational Research Centre. That standardised system will then identify the level of disadvantage. It will draw together a new integrated school support programme building on all the existing supports across the sector. As a result of that identification about 600 primary schools — 300 urban and 300 rural — will be included along with 150 second level schools. All those will be in the school support programme that will bring together clusters and groups of disadvantage that we will target. We anticipate the schools involved will know by the end of the school year.

Schools currently receiving funds under different headings and that do not make it into the top group will hold on to the funding they have but any additional funding will be targeted at the schools that most need it.