Tom Hayes (Tipperary South, Fine Gael)
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Question 420: To ask the Minister for Education and Science the measures being put in place to reduce class sizes in primary schools to the recommended INTO rate of no more than 20 pupils per classroom. [23069/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Significant improvements have been made in the pupil-teacher ratio and in average class size in recent years. The average class size at primary level is now 23:9, down from 26:6 in 1996-97. The pupil-teacher ratio, which includes all the teachers including resource teachers, has fallen from 22.2:1 in the 1996-97 school year to 17.44:1 in 2003-04.

Over 4,000 additional teachers have been employed in our primary schools since 1997. In allocating teaching posts, regard has been had to the commitments of the Government to reduce class size, tackle educational disadvantage and to provide additional resources for pupils with special educational needs. The additional teaching posts created since 1997 have been deployed to address all of these priorities.

A review of the allocation system of teaching support for pupils with special educational needs was recently completed. Arising from that review a new model has been introduced to replace that which was notified to schools in June 2004. The introduction of this new system will involve the provision of an estimated additional 340 permanent posts in primary schools from September next. A further 320 posts are being provided on a temporary basis to facilitate the transition to the new system and to ensure continuity of service for children who have previously been given an individual allocation until those children leave the primary school system. The new system will greatly benefit schools and the children in schools that need additional support.

I recently launched the new action plan — Delivering Equality of Opportunity in Schools — for educational inclusion. This plan will result in reduced class sizes in schools serving the most disadvantaged communities to 24:1 at senior level and 20:1 at junior level. In line with Government policy, my Department will continue to provide further reductions in the pupil-teacher ratio within available resources and subject to spending priorities within the education sector. Priority will be given to pupils with special needs, those from disadvantaged areas and those in junior classes.

Tom Hayes (Tipperary South, Fine Gael)
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Question 421: To ask the Minister for Education and Science the resources and supports being put in place to reduce the burden of over-work placed on teaching principals in primary schools. [23070/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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In recent years, many improvements have been made to enable principal teachers in primary schools to perform their administrative duties. Until the 1999-2000 school year, principals were released from teaching duties to become administrative principals where the school had a staffing of eight or more mainstream class teachers. From the commencement of the 2000-01 school year, administrative principals were appointed to ordinary schools with seven mainstream class teachers and in schools with a principal plus 11 or more teachers, including ex quota posts. Since the 2002-03 school year, administrative principals may be appointed to schools where there is a principal plus nine or more teachers, including ex quota posts.

Arising from the implementation of the PCW agreement, significant improvements were introduced to the management structure of primary schools through the allocation of additional posts of responsibility. It is a matter for the boards of management of schools to delegate functions to post of responsibility holders.

My Department is engaged in the development of a computerised on-line system for the submission of claims for the payment of certain categories of teachers. This system, when implemented, is expected to further assist principal teachers in the performance of their administrative duties. In response to concerns raised relating to the administrative burden placed on schools and the effect this places on administrative principals, I have already started a process of review of the administrative burden imposed on schools arising from departmental and legislative requirements. We can collectively seek opportunities to ensure that this burden is kept to the minimum, consistent with achieving the worthwhile and essential objectives of legislation in recent years.

The core purpose of the review I have set in motion is to focus sharply upon administrative processes and consequent administrative burdens which arise within the school as a result of regulations and/or departmental requirements and to consider what scope exists for alleviating these or having them performed in a more efficient and less demanding manner from the perspectives of the school.

In March, my Department wrote to the various representative bodies inviting them to consider where and in what way present processes can be improved upon. My Department will work closely with all the parties involved to find meaningful solutions in respect of this important issue.