GCEB (Giving Children an Even Break)

The Minister for Education & Science, Dr Michael Woods, T.D., launched Giving Children an Even Break by tackling disadvantage in primary schools on 4th January, 2001 which involved the provision of additional teaching and financial allocations to participating schools.

Key principles underlying Giving Children an Even Break:

• Participating schools are selected on the basis of the findings of the independent survey of educational disadvantage in primary schools carried out by the Education Research Centre
• Schools already in receipt of additional resources under disadvantage schemes will retain these entitlements and may be eligible for additional entitlements under the New Programme
• The additional resources that will be allocated will be related to the level of concentration in each school of pupils who have background characteristics that are associated with educational disadvantage and early school leaving
• A reduced pupil teacher ratio in the early years is an effective intervention for pupils most at risk of educational disadvantage
• The additional teaching and financial resources must be targeted at those pupils most in need if they are to make a difference.
• Implementation of the New Programme should be planned and reviewed and the Programme will be subject to independent evaluation
• The effective delivery of educational and other necessary services should be assisted locally through collaboration by both voluntary and statutory agencies
• A programme of school and teacher support will be put in place by the Department of Education and Science so that the pupils concerned receive the maximum benefit from reduced class sizes and the additional financial allocations

Key Features of GCEB

There are separate urban/town and rural aspects to the New Programme.

Urban schools

• Selected schools, in locations with populations in excess of 1,500, that have the highest concentrations of at risk pupils, were allocated necessary additional teaching posts to implement the maximum class sizes of 20:1 in all Junior classes (infants through second classes) and of 29:1 pupils in Senior classes (third through sixth classes). From September, 2002, the maximum class size in senior classes was reduced to 27:1.
• A special 63.49Euro per capita grant was paid in respect of the percentage of pupils with disadvantaged characteristics, with a minimum payment of 952.30Euro to each school.

Rural schools

• In rural areas, schools with the highest concentrations of at risk pupils were allocated the services of a teacher/coordinator who works with clusters of 4 or 5 schools. This person works with pupils, parents and teachers.
• Schools with the highest concentrations that cannot be clustered with other schools with similarly high levels of need receive appropriate financial support as an alternative to teacher/coordinator support.
• A special 63.49Euro per capita grant is paid in respect of the percentage of pupils with disadvantaged characteristics and schools receive a minimum payment of 952.30Euro.

Schools in the Disadvantaged Areas Scheme and/or Breaking the Cycle Pilot Project

• Schools already in receipt of additional resources under the Disadvantaged Areas Scheme (DAS) and/or Breaking the Cycle Pilot Project (BTC)  retained their entitlements under those schemes.
• Some urban schools designated as serving areas of disadvantage were eligible to receive additional teachers to implement the maximum class sizes provided for under the Programme i.e. 20:1 in all Junior classes (infants through second classes) and of 29:1 pupils (27:1 from September, 2002) in all Senior classes (third through sixth classes).
• Schools in DAS and BTC already in receipt of an annual per capita grant of 38.09Euro per pupil received  an additional 25.39Euro per capita grant in respect of the percentage of pupils with disadvantaged characteristics, with an overall minimum payment of 952.30Euro to each school.

Matters to be considered by schools

All schools invited to participate in the Programme  had to take the necessary steps  to implement the Programme in their schools in accordance with the key principles outlined and having regard to their circumstances. While it was acknowledged that many schools would have already addressed most of the issues involved, schools were requested in particular to consider action in relation to the following:

• The preparation of a three year development plan covering the period of GCEB and the development of appropriate school policies which encourage the continued enrolment of pupils who are most at risk of educational disadvantage and supports their retention within the school.
• Collaborative planning with the representatives of local statutory and voluntary agencies for the integrated delivery of appropriate services for the targeted young people and their families and the provision of suitable in-school and out-of-school supports for these pupils.
• Examination of the deployment of existing teaching and financial resources to maximise their impact for the targeted children and to ensure the implementation of the new maximum class sizes as soon as the appropriate teaching support is in place
• Co-operation with programme coordinators and/or support service
• Targeting the new financial resources on the provision of appropriate in-school and out-of-school supports for the pupils concerned.
• The identification of the needs of the individual targeted pupils - curricular and learning needs and social and personal needs - and the development of strategies that best meet those needs.
• Measures to support and involve parents in their children's education
• Participation in in-career development
• Reporting, evaluation and accounting requirements

Further information on Giving Children An Even Break By Tackling Disadvantage may be obtained from:-

Social Inclusion Unit
Department of Education and Science,
Cornamaddy,
Athlone,
Co. Westmeath.