Róisín Shortall (Dublin North West, Labour)
Link to this: Individually | In context

Question 247: To ask the Minister for Education and Science the reason schools applying for disadvantaged designation under DEIS are asked for social welfare details, such as lone parent family rates of pupils attending; when such information could be gleaned from the PPS numbers of children, that being data which is already provided to the Department; the level of co-operation between her Department and the Department of Social and Family Affairs in relation to the exchange of such information; and if she will make a statement on the matter. [12763/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

The two key provisions of DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, are for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. The process of identifying primary and second-level schools for participation in the new school support was managed by the Educational Research Centre, ERC, on behalf of my Department and supported by quality assurance work co-ordinated through the Department's regional offices and the inspectorate. In the primary sector, the identification process was based on a survey carried out by the ERC in May 2005, from which a response rate of more than 97% was achieved. The future development of pupil-student databases at primary and further education level and the continuing development of the existing post-primary pupils database and student databases in higher education institutions, all using the personal public service, PPS number, will further enhance the identification process for future planning cycles. In particular, the primary pupil database will, when developed, facilitate co-operation with other Departments and agencies, including the Department of Social and Family Affairs, in identifying levels of disadvantage in primary schools. The next identification process will be carried out in the school year 2009-10 to allow time for the phased implementation of the action plan and the process will continue thereafter on a three-year cyclical basis, in line with the proposed three-year planning cycle for schools participating in the school support programme.

Róisín Shortall (Dublin North West, Labour)
Link to this: Individually | In context

Question 248: To ask the Minister for Education and Science the reason the number of non-national pupils is not one of the criteria applying to the qualification of schools for the DEIS programme in view of the enormous strain on teaching resources such pupils typically make. [12764/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

The needs of children whose first language is not English are met through a separate programme of language support. Under this scheme, there are currently over 800 additional teachers at primary and second level helping children to improve their English language skills. My Department is currently reviewing provision in this area with a view to determining the appropriate educational response to the needs of non-Irish national children, with particular reference to their language needs.

Róisín Shortall (Dublin North West, Labour)
Link to this: Individually | In context

Question 249: To ask the Minister for Education and Science the way in which the criteria used to determine qualification for the DEIS programme was arrived at. [12765/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. This standardised system replaces all of the existing arrangements for targeting schools for participation in initiatives to address disadvantage. The process of identifying primary and second-level schools for participation in the new school support programme has been completed.

As a result of the identification process, 840 schools, serving communities with high concentrations of disadvantage, have been invited to participate in the new programme. These comprise 640 primary schools, composed of 320 urban-town schools and 320 rural schools, and 200 second-level schools. Letters of invitation were issued to all 840 schools in late February with a request to complete and return an acceptance form by 10 March 2006.

The school support programme will bring together, and build upon, a number of existing interventions in schools with a concentrated level of disadvantage. The new action plan is being introduced on a phased basis, starting during the current school year. It will involve an additional annual investment of €40 million on full implementation. In addition, supports will continue to be provided for schools where the level of disadvantage is more dispersed. The process of identifying primary and second-level schools for participation in the new school support was managed by the Educational Research Centre, ERC, on behalf of my Department and supported by quality assurance work co-ordinated through the Department's regional offices and the inspectorate. In the primary sector the identification process was based on a survey carried out by the ERC in May 2005, from which a response rate of more than 97% was achieved. The ERC advised my Department as to which socioeconomic and other variables should be used to identify schools for participation in the school support programme.