Dáil Éireann Debate, Wednesday - 2 July 2025
88. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans in relation to educational assessments; specifically, if she intends to review the use of standardised tests in light of evidence demonstrating their significant limitations in accurately assessing children with complex needs; and if she will make a statement on the matter. [36244/25]
Amharc ar fhreagraI would like to thank the deputy for the question.
The SET allocation model is designed to distribute additional teaching resources across the entire school system. This is to ensure that additional teaching resources are available to support pupils with the greatest level of learning need. There is a defined level of resources available to distribute across the whole school system.
A unique educational profile is created for each school and is underpinned by three pillars;
1. Enrolment.
2. Educational Teaching Needs Profile (derived from the literacy and numeracy profile of the school as demonstrated by the STen scores for English/Irish and Maths and Junior Cycle data.
3. Educational Disadvantage (pupil data from POD/PPOD combined with data from the Pobal HP Index for Small Areas, which is a method of measuring the relative affluence or disadvantage of a particular geographical area)
The Educational Teaching needs profile is calculated based on educational outcome data which are collected and held within schools and submitted to the Department of Education. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
These are a consistent and reliable indicator to identify additional learning need, particularly those with the highest level of need. This data is being taken over a 3 year period so that the model can be sensitive to any short term fluctuations and means those schools that need it most will get the sustained support required.
In the recent review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model.
The review of the SET allocation model also identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
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.
My Department is cognisant that it is possible that unique circumstances may present in a school to the extent that a school profile changes in a manner beyond which could have been anticipated. In such circumstances, the school may apply for a SET Allocation Review if the school has experienced a Unique Circumstance(s).
