Joan Burton (Dublin West, Labour)
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182. To ask the Minister for Education and Skills the way in which he plans to progress the three areas in the education sector that he has identified as his core priority areas of focus in the sector, including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace; the reason he has prioritised these three areas; and if he will make a statement on the matter. [2985/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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Last September, I launched the first ever Action Plan for Education, covering the period 2016- 2019. The central vision of the Plan is that the Irish Education and Training System should become the best in Europe over the next decade. The Plan’s high-level goals are based on the five policy areas which I believe will help us to achieve this ambition. The goals are:

1. Improve the learning experience and the success of learners

2. Improve the progress of learners at risk of educational disadvantage or learners with special educational needs

3. Help those delivering education services to continuously improve

4. Build stronger bridges between education and wider community

5. Improve national planning and support services

The basic aim of this Government is to sustain our economic progress and use it to build a fair and compassionate society. Education is the best means of delivering a fairer society, breaking down cycles of disadvantage and ensuring that all our people, in particular those with special educational needs, are able to participate in that progress and fulfil their potential. Excellent and innovative education and training are the pivot around which personal fulfilment, a fair society and a successful nation should revolve. It is central to sustaining economic success and in converting economic success into building a strong community. Having the best education and training service in Europe will allow us to provide better opportunities for more people from disadvantaged groups, as well as ensuring that we create more sustainable well-paying jobs.

Our approach to special education has undergone a huge transformation with a growing proportion of children with special educational needs being educated with their peers in mainstream schools. The participation and progress of learners with special educational needs across the whole education system remains a key focus with an emphasis on improving whole-school and whole system approaches. The Action Plan 2017 sets out a range of measures which will be undertaken during this year. These include allocating teachers to schools under the new allocation model to support children with special educational needs, publishing the outcomes of a comprehensive review of the S scheme, and consult with partners on the implementation of sections of the EPSEN Act and on the provision of services to children with Down Syndrome.

Quality of provision is the cornerstone to the success of the education and training system. We recognise the fundamental roles that leaders, teachers and support staff play and we want to strengthen the system’s capacity to continuously improve and to deliver the highest quality education and training services for learners. The Action Plan 2017 details actions which will ensure that leadership, management, quality frameworks, teaching methods, and initial and continuing training are all operating to the highest standards across the continuum of education and training provision. These actions include expanding the range of supports available through the Centre for School Leadership, providing dedicated professional support to teachers to support the implementation of curricular and policy change, and developing and introducing a new postgraduate qualification for aspiring school leaders.

To become an innovation leader and to build a strong talent base, we as a nation must effectively engage with enterprise. We must work to address identified skills needs in critical areas, and recognise the shifting global economic and political climate in which services are delivered and jobs are created.  Successful enterprise engagement is the foundation of much of the planned activity detailed in the Action Plan 2017. This includes driving the growth of traineeships and apprenticeships, ensuring the relevance of work placements and work-based projects, and increasing the diversity of opportunity in learning beyond school. 

In order to ensure that progress is made in all of these areas, including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace, updated annual Action Plans will be published each year, detailing the actions that will be implemented during that year. As part of this process, actions will be monitored against published timelines and progress reports will be published on a quarterly basis.

Joan Burton (Dublin West, Labour)
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183. To ask the Minister for Education and Skills his plans to reform the model of leadership in schools; and if he will make a statement on the matter. [2986/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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It is widely accepted that the quality of school leadership is a key determinant of school effectiveness and the achievement of good learning outcomes. Indeed international research indicates that school leadership is second only to classroom teaching as an influence on pupil learning.

Budget 2016 provided 250 posts to second level schools to enable Deputy Principals to be more fully available to assist the school principal with the leadership of the school. At primary level Budget 2016 provided for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school. 

Budget 2017 has provided for the equivalent of 170 additional posts to second level schools to employ an additional Deputy Principal to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.

Budget 2017 also provides for the commencement of the restoration of middle management posts in both the primary and post-primary sector.

The recently established Centre for School Leadership (CSL) is a collaboration between my Department and the representative professional bodies for school principals. It has been created to offer professional and practical support to schools leaders. This support structure for leadership teams in schools will attempt to ensure that school leaders have opportunities to access, share and create knowledge and experience within their leadership roles. The work of the Centre draws on best international practice and research in the professional development of school leaders. Priorities for the Centre include a new post graduate qualification for aspiring school leaders, a mentoring programme for newly appointed school principals, coaching support for serving principals, a review and alignment of leadership programmes with Department standards.

Last year my Department published “Looking at Our School 2016", a quality framework for primary and post primary schools which is designed to support the efforts of teachers and school leaders, as well as the school system more generally, to strive for excellence in our schools.

The current review of the post of responsibility structure in schools will, in the context of restoration of posts, address the further development of a distributed leadership model.