Ivor Callely (Dublin North Central, Fianna Fail)
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Question 210: To ask the Minister for Education and Science the progress that has been made to reduce class size; her departmental guidelines on class size; the criteria for the way the complement of teaching staff is based on enrolment numbers; the way other special needs and such supports qualify; and if she will make a statement on the matter. [4724/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The mainstream staffing of a primary school for a particular school year is determined by reference to the enrolment of the school on the 30th September of the previous school year and by reference to a staffing schedule which is issued to all primary schools.

Major improvements have been made in staffing at primary level in recent years. At the beginning of the current school year there are no less than 4000 extra teachers in our primary schools, compared with 2002. The average class size in our primary schools is 24 and there is now one teacher for 17 pupils at primary level, including resource teachers etc.

Children with special needs and those from disadvantaged areas are getting more support than ever before to help them to make the most of their time at school. Indeed, with the thousands of extra primary teachers hired by this Government, recent years have seen the largest expansion in teacher numbers since the expansion of free education. Furthermore, the Government is committed to providing even more primary teachers next year to reduce class sizes.

As you know all primary schools are staffed on a general rule of at least one classroom teacher for every 28 children. Of course, schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 28 children in the school. Next September this will reduce to 27 children per classroom teacher.

School authorities are requested to ensure that the number of pupils in any class is kept as low as possible, taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment). In particular, school authorities should ensure that there is an equitable distribution of pupils in mainstream classes and that the differential between the largest and smallest classes is kept to a minimum.

A further initiative that has been of direct benefit to primary schools has been the change in the criteria for developing schools. For the current school year the threshold for getting a developing school post was reduced specifically to help schools that are seeing large increases in enrolments each year. Over 280 such posts were sanctioned in the 2006/07 school year compared to 170 in 2005/06.

On the Post Primary side allocations are approved by my Department on an annual basis in accordance with generally applied rules relating to recognised pupil enrolment. In general a ratio of 18:1 is applied in respect of recognised pupils on established Junior Certificate, Leaving Certificate, repeat Leaving Certificate and Transition Year Programmes and a ratio of 16:1 is applied in respect of recognised pupils on the Leaving Certificate Vocational Programme, Post leaving Cert courses and Leaving Cert Applied.

Each school management authority is required to organise its curriculum, teaching time-table and subject options having regard to pupils' needs within the limits of its approved teacher allocation. Significant improvements have been made in the pupil teacher ratio at post primary level in recent years. The ratio has fallen from 16:1 in the 1996/97 school year to 13.2:1 in the 2005/06 school year.

My Department has in the past operated a number of schemes to tackle educational disadvantage and reduce class sizes in schools in disadvantaged areas. These existing schemes are being integrated into the new action plan for educational inclusion, DEIS (Delivering Equality of Opportunity in Schools) which I launched in 2005, one aspect of which will be more staffing for the most disadvantaged schools. Under the plan, there has been a reduction in class sizes to 24:1 at senior level and 20:1 at junior level in the 190 primary schools serving communities with the highest concentrations of disadvantage.

School authorities have been reminded that my Department allocates adequate staffing to schools to ensure that the maximum class size guidelines under DEIS are implemented in both junior and senior classes. If schools are unable to operate within these guidelines, due for example to increased enrolments, they may make a submission on the matter to my Department for consideration.

Children who have been assessed as having special educational needs have access to a range of special support services. The services range from special schools dedicated to particular disability groups, through special classes or units attached to ordinary schools, to placement on an integrated basis in ordinary schools, with special back-up supports.

The Deputy will be aware that the National Council for Special Education (NCSE), through the local special educational needs organisers (SENOs), is responsible for processing applications from primary and post primary schools for special needs supports such as resource teaching hours and special needs assistant (SNA) support on the basis of applications in respect of individual pupils. The teaching and SNA support allocated are intended to enable schools to meet the needs of pupils as outlined in psychological and other professional reports.

Primary schools are also supported by means of a general allocation which provides additional teaching support to enable schools to cater for pupils with high incidence special educational needs, such as dyslexia, and those with low attainments. Second level schools continue to be supported by the allocation of additional teaching hours, where appropriate, for each pupil enrolled who is assessed as having a special educational need. SNA support is allocated, as appropriate, to all schools where there are confirmed assessed care needs in respect of students.

The improvements we have made in school staffing in recent years are absolutely unparalleled. But we are determined to go even further, and so the 2007 Estimates include provision for another 800 primary teachers. About 500 of these will be classroom teachers, which includes our commitment to reduce class sizes. I assure the Deputy that we will continue to prioritise further improvements in school staffing going forward. We will also continue our focus on measures to improve the quality of education in our schools to ensure that increased resources lead to better outcomes for our children.