The Breaking the Cycle pilot scheme began five years ago. Anne Byrne reports on a success story that should influence the workings of our school system.
Five years ago, last September, 25 primary schools in Dublin, five in Cork, three in Limerick and 25 clusters of rural schools embarked on the pilot scheme Breaking the Cycle. It brought the pupil-teacher ratio down to 15 to one, provided teacher supports, and is widely regarded as being highly successful, although the official evaluation is not yet complete.
Maura Grant, the co-ordinator of the urban phase of the project, says: "There's no question it has been successful. The feedback is terrific... the reduced pupil-teacher ratio has affected how teachers interact with their pupils. The climate in the schools is calmer, with lower incidences of poor behaviour. Arts have been used to successfully engage pupils. Parents responded very well, as they saw their children getting something they didn't have. It was breaking that cycle."
The schools involved in this pilot will retain their pupil-teacher ratios.
The new Giving Children an Even Break provides for a pupil-teacher ratio of 20 to one in junior classes and 29 to one in senior classes for selected schools, over its three-year period. More schools will benefit, with those at the bottom end of the scale getting the minimum £750 payment and no additional teacher allocation. Criticism has been levelled that resources have been diluted.
Aíne Hyland makes the point that pupil-teacher ratios alone are insufficient; teaching methods must also change. The key factor in tackling disadvantage is the quality of teacher, she says. Where there is an insufficient supply of trained teachers, reducing the pupil-teacher ratio can be counterproductive.
At second level, the TUI is in favour of targeted resources. While there has been a general decrease in pupil-teacher ratios, the union would like to see it reduced to 10 to one for disadvantaged schools. It favours a targeted approach.
ASTI also wants a reduced class size but wants a broader focus, rather than defining disadvantage solely on socio-economic criteria. The union is also looking for more planning time for teachers, additional resources and extension of the various school retention initiatives (which it describes as very effective, with innovative use of limited funding).
The INTO welcomes the committee, but is angered at the slowness of its formation and the fact it hasn't met yet.
"We are looking a more cohesive approach, where children would benefit from initiatives no matter where they live or what stage they are at. At present, it's hit and miss. In one area, you might have Breaking the Cycle, in another Early Start. The INTO would also like to see some Irish-based research into what schools need," said a spokeswoman.
The teacher unions, as well as Maura Grant, are members of the new disadvantage committee. The new educational disadvantage centre at St Patrick's College, Drumcondra, CORI, Aontas and NALA are among the other bodies represented, in what is a reasonably broad church.
