Róisín Shortall (Dublin North West, Labour)
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Question 154: To ask the Minister for Education and Science her timescale for reducing class size at both primary and post-primary level to EU norms; when she will implement the undertaking in An Agreed Programme for Government that the average size of classes for children under nine years will be brought below the international best-practice guidelines of 20:1; and if she will make a statement on the matter. [32811/05]

Paudge Connolly (Cavan-Monaghan, Independent)
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Question 624: To ask the Minister for Education and Science the timescale for the reduction of infant class sizes to 15 per teacher in accordance with international best practice; and if she will make a statement on the matter. [32864/05]

Paudge Connolly (Cavan-Monaghan, Independent)
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Question 625: To ask the Minister for Education and Science the amended timescale for the achievement of the programme for Government commitment to reduce class sizes for all children under nine years of age to 20:1 in accordance with best European practice; and if she will make a statement on the matter. [32866/05]

Bernard Durkan (Kildare North, Fine Gael)
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Question 676: To ask the Minister for Education and Science the progress which has been made to reduce pupil-teacher ratios in line with best practice in other European countries; and if she will make a statement on the matter. [33200/05]

Bernard Durkan (Kildare North, Fine Gael)
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Question 679: To ask the Minister for Education and Science if further improvements will be made in the pupil-teacher ratio at primary or second level schools; and if she will make a statement on the matter. [33203/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 154, 624, 625, 676 and 679 together.

Since 1997, the Government has dramatically increased the number of teachers in schools. At primary level more then 4,500 additional teachers, including nearly 2,500 resource teachers, have been employed. At post-primary level approximately 1,900 additional teaching posts have been allocated during this period. These additional teaching posts have been used to reduce class sizes, to tackle educational disadvantage and to provide additional resources for children with special needs.

The pupil-teacher ratio, which includes all the teachers in the school including resource and learning support teachers, has fallen from 22.2:1 in the 1996-97 school year to 17.1:1 — projected — in 2004-05 at primary level, and from 16:1 in the 1996-97 school year to 13.6:1 in the 2003-04 school year at post-primary level. At primary level average class size has been reduced from 26.6 in 1996-97 to 23.9 in 2003-04. Significantly smaller classes have been introduced in disadvantaged schools involved in the Giving Children an Even Break — Breaking the Cycle programme, with approximately 47,700 pupils in 243 participating schools availing of reduced class sizes of either 15 or 20 pupils per class.

The Deputy will be aware of the new action plan for educational inclusion, DEIS, delivering equality of opportunity in schools. This action plan will result in the reduction in class sizes of 24:1 at senior level and 20:1 at junior level in 150 primary schools serving communities with the highest concentrations of disadvantage.

The mainstream staffing of a school is determined by reference to the enrolment of the school on 30 September of the previous year. At primary level, the staffing allocation system is based on ensuring an overall maximum class of 29 in each school. Where some classes in a school have class sizes of more than 29, it is generally because a decision has been taken at local level to use their teaching resources to have smaller numbers in other classes in the school.

In relation to providing for children with special educational needs, there are now more than 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares with fewer than 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs.

In line with the commitment in the programme for Government, class sizes will be reduced still further. The deployment of additional posts will be decided within the context of the overall policy that priority will be given to pupils with special needs, those from disadvantaged areas and junior classes.

Teacher allocations to second level schools are approved annually by the Department in accordance with established rules based on recognised pupil enrolment. The rules for allocating teaching resources provide that where a school management authority is unable to meet its curricular commitments, the Department will consider applications for additional short-term support. An independent appeals mechanism is available to school authorities who wish to appeal the adequacy of their teacher allocation.

In recent years improvements have been made under various schemes. In 1999 an ex-quota allocation was made to all second level schools in the free education scheme in respect of remedial education and the home-school-community liaison scheme was extended to all schools designated disadvantaged.

In 2000 a decision was made to reduce the general pupil-teacher ratio for appointment purposes from 19:1 to 18:1 and additional posts were also provided for leaving certificate applied, junior certificate programme and the guidance enhancement initiative resulting in approximately 1,000 additional posts in the sector.

The number of teaching posts allocated to cater for pupils with special educational needs has increased from 559 whole-time equivalents, WTE, in 2001-02 to 1,599 whole-time equivalents, WTE, in the current school year. In addition, the Department has provided for an additional allocation of 100 posts to guidance from September 2005.