Ruairi Quinn (Dublin South East, Labour)
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Question 169: To ask the Minister for Education and Science his views on the critique that the DEIS programme fails to target social disadvantage in many areas that do not qualify for the scheme due to the fact that they contain a substantial number of students who are not from disadvantaged backgrounds; his further views on the contention that many students are therefore continuing to struggle in education due to the fact that they happen not to live in some of the most disadvantaged areas here; and if he will make a statement on the matter. [42350/09]

Seán Haughey (Dublin North Central, Fianna Fail)
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The majority of schools include among their pupils, children with disadvantaged backgrounds. In general most schools address the individual needs of these children without recourse to additional targeted resources and supports. Evidence has shown however that disadvantage associated with poverty and social exclusion assumes a multiplier effect where the levels are highly concentrated in schools.

DEIS (Delivering Equality of Opportunity in Schools), the action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and an integrated School Support Programme (SSP). As a result of the identification and review processes, 881 schools have been included in the School Support Programme (SSP) under DEIS. These comprise 679 primary schools (urban and rural) and 202 second-level schools. The plan commenced in 2006 and is being rolled out on a phased basis over the period to 2010.

DEIS provides various supports for both primary and post primary schools. These include: - reduced pupil teacher ratio in primary schools in urban areas with most disadvantage. - allocation of administrative principal on lower figures than generally apply in primary schools in urban areas. - additional capitation funding based on level of disadvantage. - additional funding for schools books. - access to School Meals Programme - access to numeracy/literacy supports and measures at primary level. - access to Home School Community Liaison services. - access to School Completion Programme. - enhanced guidance counselling provision at post primary level. - access to planning supports. - provision for school library and librarian support at second level - access to Junior Certificate School Programme and Leaving Certificate Applied - access to range of professional development supports. The renewed programme for Government reinforces my commitment to support children in DEIS schools. In particular the renewed commitment to the Junior Certificate Schools programme and the Leaving Certificate Applied will ensure that children attending the most disadvantaged Post Primary schools will continue to benefit from enhanced curricular relevance and choice as well as access to specific literacy and numeracy measures.

The Deputy will be aware of my commitment to ensuring that all pupils, including those with special educational needs, can have access to an education appropriate to their needs preferably in school settings through the primary and post-primary school network. There has been unprecedented investment in providing supports for pupils with special needs in recent years. Excluding Special needs assistants there are now about 9,000 adults in our schools working solely with pupils with special learning needs. This includes over 8,000 resource and learning support teachers in our schools compared with just 2,000 in 1998. Over 1,000 other teachers support pupils in our special schools. I intend to build on the progress that has been achieved in recent years which has seen a huge increase in resources for special needs.

Ruairi Quinn (Dublin South East, Labour)
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Question 170: To ask the Minister for Education and Science his views on the critique that there may be an incentive within the DEIS programme to not succeed at tackling inequality and disadvantage due to the fact that if a school is successful at implementing the DEIS programme, it will be deemed no longer necessary to give DEIS funds to that school; if he has given consideration to striking a balance between targeting funds to those in need and ensuring that success in the DEIS programme does not mean it ends financial support for these schools when the pilot phase of the process ends in 2010; and if he will make a statement on the matter. [42351/09]

Seán Haughey (Dublin North Central, Fianna Fail)
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DEIS (Delivering Equality of Opportunity in Schools), is my Department's action plan for educational inclusion, and provides for a standardised system for identifying levels of disadvantage and an integrated School Support Programme (SSP). The process of identifying schools for participation in DEIS, 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. Some 881 schools have been included under the DEIS action plan. These comprise 679 primary schools and 202 second-level schools. DEIS schools account for approximately 22% of schools in the State.

The ERC's overall approach was guided by the definition of educational disadvantage set out in the Education Act (1998), as: "...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools". 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 analysis of the survey returns from primary schools by the ERC identified the socio-economic variables that collectively best predict achievement, and these variables were then used to identify schools for participation in the School Support Programme. The variables involved were: % unemployment % local authority accommodation % lone parenthood % Travellers % large families (5 or more children) % pupils eligible for free books

In the case of second-level schools, the Department supplied the ERC with centrally-held data from the Post-Primary Pupils and State Examinations Commission databases. Based on an analysis of these data, the variables used to determine eligibility for inclusion in the School Support Programme were as follows: - Medical card data for Junior Certificate candidates (including Junior Certificate School Programme candidates) 2002, 2003, 2004 - Junior Certificate retention rates by school for the 1995, 1996 and 1997 school entry cohorts - Junior Certificate exam results aggregated to school level (expressed as an OPS - "Overall Performance Scale" - score). This was based on each student's performance in the seven subjects in which s/he performed best aggregated to school level for the 2002 and 2003 examination cohorts - Leaving Certificate retention rates by school for the 1995, 1996 and 1997 school entry cohorts. The identification process was in line with international best practice and had regard to and employed the existing and most appropriate data sources available.

A review mechanism was put in place in 2006 to address the concerns of schools that did not qualify for inclusion in DEIS but regarded themselves as having a level of disadvantage which was of a scale sufficient to warrant their inclusion in the programme. The review process operated under the direction of an independent person, charged with ensuring that all relevant identification procedures were properly followed in the case of schools applying for a review.

During the course of the review the Department again looked at the case of schools which had expressed concerns that their exclusion from DEIS was as a consequence of their relatively successful educational outcomes. Post primary schools which had been included in pre-existing schemes but which were not included in DEIS were re examined and as a result of this the Department has satisfied itself that in all cases the failure of the schools to be included in DEIS were on socioeconomic grounds and that the schools' performance played no part in their exclusion.

Nonetheless, I accept that there is a perception shared by a number of Post Primary schools that successful outcomes influenced their exclusion from DEIS and I can assure the Deputy that following the next review of DEIS, schools which successfully use supports to achieve better outcomes for their pupils will continue to be included in DEIS provided the levels of disadvantage of their pupil cohorts continue to justify such supports.

It is recognised that the majority of schools in Ireland may include among their pupils children with disadvantaged backgrounds. In general most schools are equipped to support the individual needs of children with disadvantaged backgrounds without recourse to supplementary targeted resources. However, evidence has shown that when disadvantage levels are found in significant concentrations that schools will require additional supports to supplement their efforts to address the educational needs of all their pupils.

The main focus of the Social Inclusion measures in my Department will be to retain resources in DEIS schools. There is a need to focus targeted resources on the schools in most need and this approach is in line with the broad thrust of the recommendations of the Comptroller and Auditor General which are set out in his report on Primary Disadvantage of 2006, which recommended that my Department should focus its educational disadvantage measures on those schools serving the most disadvantaged communities.