Dáil Éireann Debate, Thursday - 11 July 2024
104. Deputy Mary Lou McDonald asked the Minister for Education the reason the POD system in schools no longer has the function that allows schools to enter anonymised data on children accessing SET or additional resources; and the reason this facility was not expanded prior to the review of SET allocations. [29883/24]
View answerI would like to thank the deputy for the question.
Prior to the introduction of the SET Model in 2017 data was collected via Primary Online Database (POD) on children who received support.
When the SET model was introduced these input fields were removed as there was no longer a requirement for the data .
Some data continued to be collected on an anonymised basis.
As part of the review of the SET allocation model this data was reviewed as a potential source for inclusion in the revised model, however the consistency and availability of the data resulted in this not being possible at this point in time.
The department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the allocations process takes into account new or improved data sources and other changes within the school system.
As part of the recent review of the SET allocation model, my department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data. The use of Primary Online Database (POD) and the Post Primary Online Database (PPOD) will be investigated as a vehicle for such data.
A phased high level plan has been compiled to further enhance the model over the coming years. The department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus will be on areas such as:
• Development of a revised process for resourcing new schools and those in early stages of development
• Development of a mechanism for transfer of resources from primary to post primary based on changing demographics
• Examination of geographically isolated schools
• Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.
• Delivery of a package of training and supports on the use of the continuum and education passports
It is intended that my department, in consultation with education partners, will examine an ongoing continuous improvement process that can give schools more input into identifying the need in their school in the most efficient way possible.
