DEIS (Delivering Equality of Opportunity
In Schools): An Action Plan For Educational Inclusion
Early Education Provision Support Measure
In May 2005 the Department of Education and Science (DES) launched a new Action Plan for Educational Inclusion entitled “DEIS” (Delivering Equality of Opportunity In Schools). The Action Plan was the outcome of a review of existing support programmes that were in place to support children and young people aged 3-18 years from disadvantaged areas. Following this review, DEIS sought to co-ordinate existing programmes that had been successful in addressing educational disadvantage. These programmes were the basis on which a number of new supports were introduced. One of the new School Support Programmes (SSP) proposed was to target early childhood education provision and strengthen supports. It was this strand of the DEIS Action Plan that required the assistance of the CECDE.
Stage 1: Exploratory Study Involving Urban Band 1 Primary Schools
In response to a request from the Department of Education and Science (DES), the CECDE conducted a survey of selected Urban Band 1 DEIS primary schools in order to ascertain information on the level of pre-school support available to those schools. As per the DES request, all schools in Band I that have an intake of Junior Infants were included in the survey. Each school was asked to give details of its three main feeder pre-schools and to indicate, if possible, the funding stream to which each pre-school belonged. In addition, the schools were asked to indicate Junior Infant intake numbers for both the 2005/6 and 2006/7 school years, and the numbers of children in each year who had attended pre-school.
Following this exploratory study, the following recommendations were made:
To reduce the total sample of 275 pre-schools and 123 Urban Band 1 Primary Schools.
To conduct an in depth examination of Feeder Pre-School Provision.
Stage 2: Refine a sample of Identified Preschools
Following the Exploratory Study, the CECDE prepared a document to explore the possible parameters for selection of the identified pre-schools. The document suggested that the primary schools that had identified 3 feeder pre-schools would be included and that these primary schools would then have to meet the following criteria:
Each Primary School must be in a geographical location whereby they can form a geographical cluster group with two other primary schools from the same area.
These clusters would be spread across the country to ensure representation across Ireland.
A number of Irish-speaking schools would be included in the sample.
There would be representation of children from diverse cultural backgrounds.
Once the Primary Schools had been identified the feeder pre-schools were added. This formed the 6 geographical cluster groups each of which consists of 3 primary schools and approximately 9 feeder pre-schools.
Stage 3 Further Examination of Feeder Preschools
The CECDE made direct contact with these identified pre-schools for further information on the service they provided and to find out what supports they felt would further support them in their work. A brief description of the main findings can be found below.
Summary of Needs Analysis Findings
The issues that participating practitioners highlighted as key areas of need are as follows: the theme of quality improvement represented two-thirds of the replies with expert advice and training needs contributing 39% and 27% of the responses respectively. Each of these areas is explored below.
Expert Advice
In relation to the area of Expert Advice, the replies were rated according to the frequency of responses from the practitioners. The results are listed below in order of importance as indicated by the practitioners.
Further information on Advice on Quality environments
Further information on Síolta
Further curriculum supports and mentoring from an expert in Early Education
Networking opportunities with other practitioners
Telephone support
Training
The responses in relation to Training needs fell into three categories. Funding to access training emerged as the main issue, followed by the need to access in-service training and to a lesser extent release time to attend training.
Parental Involvement
Supports requested within the area of “Parental Involvement” were identified by practitioners in order of importance as: funding for parents training, provision for a children’s lending library and funding for a parents newsletter.
Information
Information requirements as indicated by the practitioners in order of importance were: access to a resource library, access to a newsletter that would provide information on early education and finally information received through an online network or other web supports.
The Future of Early Education Provision for DEIS
This research carried out by the CECDE in relation to the Early Education Provision strand of DEIS, has enabled the Centre to assist the Early Years Education Policy Unit within the DES to develop a number of proposals to address the needs of the identified preschools. It is anticipated that implementation of the proposals will commence shortly.
Centre for Early Childhood Development & Education
Gate Lodge, St. Patrick's College, Drumcondra, Dublin 9. Tel: 00353 (0)1 8842110 Fax: 00353 (0)1 8842111
Email: early.childhood@spd.dcu.ie
