Jim D'Arcy (Fine Gael)

I spoke yesterday evening to a principal in a DEIS school for whom I have tremendous respect as a person deeply committed to resource provision. He described as "just about right" the provision whereby schools with fewer than 25% of pupils in need will receive support for two years while those with a higher concentration of disadvantaged students will receive support for three years.

I welcome the increase in the number of resource teachers for 2011-12 by 350. Well done to the Minister. The 10% reduction in hours in regard to low incidence learning support can just about be managed. The general allocation model remains unchanged. In other words, it is not the pupil who is allocated the hours but the school. As a school principal for many years I have seen how the hours can be used, as the Minister of State said, to provide team teaching, group resource teaching and so on, in addition to individual tuition. In fact, it is a better model. I sat down yesterday with my senior management team and teachers to discuss the reduction in our school's allocation from six hours to 5.4 hours. That reduction can be managed. As I said, these allocations are not in respect of individual pupils but in respect of particular schools. It is up to the school to make provision as it sees fit.

We must provide value for money throughout the public service. Some people are focused on how the Department of Education and Skills can get value for money. However, the priority is to provide value for money for the recipient of the service; we must provide that value. If we think like that we may be able to change the mindset.

I welcome the decision that the pupil-teacher ratio will remain unchanged. Class sizes are highly significant in terms of education outcomes. The stabilisation of pupil-teacher ratios will be of particular benefit to children requiring language support and those who need additional resources. For some categories of special needs - such as dyspraxia and emotional behavioural difficulties, particularly ADHD syndrome - it can be argued that class sizes are even more significant than the provision of resource hours, though the latter is clearly essential. Smaller classes better facilitate language development for pupils who require support.

The bottom line is that resources are limited. The Minister, like King Lear, is contending with the fretful elements, and a steady hand is needed. He has made rational decisions in attempting to conform with the employment control framework. Moreover, there may be a gift in the dysfunction. Although the categorical imperative to reconsider and restructure the entire system, as a consequence of the profligacy of earlier Administrations, is a challenge to school management, it can lead to as a new model where it is possible to provide for pupils rather than simply seek to secure value for money. The Minister is obliged to implement the framework and I commend him on the good job he is doing within that constraint.