Dáil Éireann Debate, Tuesday - 2 July 2024
238. Deputy Richard Bruton asked the Minister for Education to indicate the evolution of DEIS schools since 1990 at primary and at secondary level, identifying the number of schools and of pupils at each point after a new intake was adopted, and the additional concessions to selected schools offered to the different category of participating schools. [28302/24]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
The DEIS concept was introduced in 2005 by the then Minister for Education and Science, Mary Hanafin TD, in DEIS an Action Plan for Educational Inclusion. The DEIS concept recognised that under-achievement in school can have profound consequences for children and adults in later life, including economic uncertainty, wellbeing and health issues, low self-esteem and problems participating in family and community life.
The DEIS plan recognised the lack of a standardised system for identifying levels of disadvantage in schools and sought to improve methods for the identification of schools whose students were from disadvantaged backgrounds, and the targeting of additional supports to such schools under a range of measures. These measures included Early Start, Giving Children an Even Break, the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP), the Early Literacy Initiative and the School Books Grant Schemes at primary and second level. It also included the provision of additional supports for vulnerable groups, particularly Traveller students and students for whom English or Irish was not their first language.
The first schools entered the DEIS programme in September 2006 consisting of 670 DEIS primary Schools and 203 DEIS post primary schools.
A review of the DEIS programme was initiated in 2015. The objective of this review was to develop a new methodology for the identification of schools and a renewed framework of support for schools to address educational disadvantage. The outcome from the review, documented in the Report on the Review of DEIS, was the publication of the DEIS Plan 2017. At the time of the DEIS plan 2017, a further 79 schools were included in the DEIS programme through the initial application of the DEIS identification model. This increased coverage of the DEIS programme to over 183,000 students in approximately 900 schools in the 2017/18 school year.
In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to the my Departments expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million. The supports provided to schools in the four DEIS bands are listed in the table below.
The extension of the DEIS programme to new schools is just one component of my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools.
Since June 2020, and over the last four budgets, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle.
My Department is continuing to undertake work towards achieving its vision for an inclusive education system which supports all learners to achieve their potential. To support this work I invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review our current policy approach for the allocation of resources to support students at risk of educational disadvantage. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
The OECD has engaged with a range of relevant stakeholders to inform the review process as well as drawing on international examples. Throughout the review process, the OECD Strength Through Diversity team carried out engagements with a range of stakeholders such as teacher unions, management bodies and academic experts via online interviews. The OECD research team also visited Ireland and carried out a round of in-person engagements. The group met with representatives from the education partners, the community and voluntary sectors and academic experts. The group also visited a selection of DEIS and non-DEIS schools during their visit and consulted with school staff, parents and children during those visits. The review of the resource allocation model for the DEIS programme is currently being finalised and the OECD estimates that it will be completed this summer.
The OECD review is being complimented by a programme of work by my officials which will consider current allocation approaches and the recommendations from the OECD review. Consultation with a range of relevant stakeholders is an important part of this work. This work aims to develop future resource allocation policies that ensure that every child has an equal opportunity to achieve their potential.
In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and this, along with other data, will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
|
- |
Primary Urban Band 1 |
Primary Urban Band 2 |
Primary Rural |
Post-primary |
|
Smaller class size |
Yes |
N/A |
N/A |
N/A |
|
Administrative/deputy principal (AP/DP) |
Yes (AP on an enrolment of 113 students; DP on an enrolment of 500 students) |
Yes (AP on an enrolment of 136 students) |
|
X (additional DP allocated at lower enrolment threshold (600 students)) |
|
DEIS grant allocation |
Yes |
Yes |
Yes |
Yes |
|
HSCL Scheme |
Yes |
Yes |
N/A |
Yes |
|
Priority access to School Meals Programme from DSP |
Yes |
Yes |
Yes |
Yes |
|
School Completion Programme |
Yes |
Yes |
Yes |
Yes |
|
Literacy/numeracy supports |
Yes |
Yes |
N/A |
N/A |
|
Action planning supports from Inspectorate |
Yes |
Yes |
Yes |
Yes |
|
Priority access to professional learning |
Yes |
Yes |
Yes |
Yes |
|
Priority access to NEPS |
Yes |
Yes |
Yes |
Yes |
