Jan O'Sullivan (Limerick City, Labour) | Oireachtas source

On behalf of my colleague, the Minister for Education and Skills, Deputy Quinn, who unfortunately cannot be present, I thank Senator Cullinane for giving me the opportunity to outline to this House the position regarding staffing in primary schools. The criteria used for the allocation of teachers to schools are published annually on the Department's website. The key factor for determining the level of staffing resources provided at individual school level is the national staffing schedule for the relevant school year and the specific pupil enrolment in the school in question on 30 September of the previous year. The staffing schedule sets out in a fair and transparent manner the pupil thresholds for the allocation of mainstream classroom posts for all schools and treats all similar types of schools equally, irrespective of location.

It currently operates on the basis of a general average of one classroom teacher for every 28 pupils, with lower thresholds for DEIS band 1 schools. These arrangements include the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment based on that for 30 September of the coming school year. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent appeals board. Details of the criteria for appeal are contained in the staffing schedule, circular 0013/2013. This Government protected front-line services in schools to the greatest extent possible in the 2013 budget and consequently there was no reduction in teacher numbers in primary schools for the 2013-14 school year. The DEIS scheme for disadvantaged schools is also fully protected with no overall changes to staffing levels or funding as a result of that budget.

The budget for education, including the number of teaching posts we can afford to fund in schools, is a matter the Minister for Education and Skills will have to consider with colleagues in Cabinet in the context of the forthcoming budget. The context for any discussion about class sizes is that the Department Education and Skills , like all Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis. The decisions in regard to such matters will be announced at budget time. The Minister's focus is on ensuring we have school places and teachers for the thousands of additional pupils entering our schools each year. There is no scope to give any consideration to the provision of additional teachers in order to reduce class sizes - anybody who suggests otherwise is not operating in the real world. While difficult choices had to be made to identify savings across the Department's budget, the Government will endeavour to protect front-line education services as best as possible. However, this must be done within the context of bringing our overall public expenditure into line with what we can afford as a country. The challenge will be to ensure that the resources which can be provided are used to maximum effect to achieve the best possible outcome for pupils.

Government decisions on reductions in resources in any area are not taken lightly nor are they taken in isolation from the likely impact. The key challenge is to do this while also improving outcomes. We all have to achieve more with less. Within the schools sector we know from international research that although class size is a factor, the quality of teaching is a far more significant factor in determining outcomes. We therefore have to focus on the drivers of good performance. We need to have the right people becoming teachers. We need the right training for them in college and we need to support them with the right professional development throughout their career. To this end we are making significant changes to both the structure and format of initial teacher education so that our colleges and teachers are comparable with the best in the world.

At school level we need to foster and develop a culture of self-evaluation. In addition to supporting school self-evaluation, our school inspection system will continue to provide robust external evaluation of schools and promote improvement in quality and standards in teaching and learning. This, along with targeted initiatives such as those for improving literacy and numeracy, will help to restore and improve our education system and improve the way it compares with our international competitors.

To reiterate, the Department of Education and Skills treats schools fairly and objectively in allocating resources to them. This is done in a transparent manner using published criteria. Teaching resources are allocated to schools on a school year basis. Unlike most other areas of the public service, teaching vacancies are being filled in accordance with published Department criteria. Within the constraints of the employment control framework schools are permitted to fill teaching vacancies that arise within their approved staffing allocations. The day-to-day management of how teaching resources are used in schools is done at local school level.