ASTI - Ireland's main second level teachers union

The ASTI made the following submission on school enrolment policies to the Department of Education in 2008

1. ASTI policy on school enrolment policies is set out in the following motions adopted by successive ASTI Conventions:

That the ASTI state as its policy that all schools in receipt of state support, both fee paying and non-fee paying should accept their fair and proportionate share of special needs students, immigrant students and students from less privileged socio-economic and educational backgrounds. (2007)

That the ASTI:

(a)   supports the principle that all schools should have in place policies which actively support equality of access and participation so that all schools cater for SEN students in their catchment area, in order to ensure that the practice of some schools “cherry picking” their intake and other schools bearing a disproportionate number of SEN students would cease, and

(b)  the ASTI calls on the Department of Education and Science  to audit the intake of students with Special Educational Needs and either to accord incentives to those schools who are educating these students, and/ or, put in place a penalty system for those schools who are effectively discouraging the enrolment of these students.  (2008)

2. This policy has to be viewed in the context of an under-funded education system most recently adverted to by the OECD in Ireland Towards an Integrated Public Service (page 342).  This under-funding manifests itself in the paucity of resources for special needs pupils and for newcomer pupils and for pupils from the traveller community.  The refusal by the Department of Education and Science to provide adequate permanent staffing to schools and to implement the recommendations of the National Council for Special Education particularly with regard to the appointment of a special needs co-ordinator in schools provides practical disincentives to schools to enrol such pupils.  Schools are struggling to mainstream pupils who are newcomers, have special needs or are from the travelling community. 

3. The provision of adequate resources is a significant part of the problem surrounding enrolment and must be addressed as part of the solution.

4. The ASTI notes the statement by the Minister that   “….the audit does not find evidence of problematic enrolment practice on a system wide scale.  However, it does identify pockets of inconsistent activity on a local basis which would indicate that some schools are assuming disproportionate shares of responsibility for enrolling children of all backgrounds and needs within their local community”.

5. The ASTI notes that fee-paying or grind institutions were not included n the audit.  In this context, it is relevant to consider the deleterious effect that the publication of league tables, inaccurate as they are have on the education project:  schools are hailed as “good schools” or “the best schools”,  judged on faulty premises and this in turn creates a competition among schools to earn these accolades.  Of course, schools which have a fair proportion of pupils with special needs or newcomer pupils or pupils from the travelling community are not hailed as good schools or the best schools by those who promulgate league tables.  

6. The ASTI wishes to assert unequivocally that the best schools are those which welcome pupils with diverse needs from diverse socio-economic backgrounds and with a variety of abilities.  The enrolment policies of all schools should state this.

7. The principle of subsidiarity requires that as much authority and responsibility as possible should be given to the lowest possible level of decision-making.  Such subsidiarity should always endeavour to act in the common good.  The essential feeling of commitment, engagement  and ownership which is vital to the well-being of schools as caring, disciplined communities should be fostered whilst at the same time ensuring that the common good is advanced.  It is fundamental to the well-being of organisations such as schools that those involved – parents, teachers, pupils, Trustees and Boards of Management- view them as something they can identify with rather than as just another bureaucratic unit.   However, such identification and commitment cannot be allowed to foster discriminating practices with regard to pupils with special needs, newcomer pupils or pupils from the travelling community.

8. The ASTI supports creating the awareness of the right to appeal an enrolment refusal.  In this context, regard must be taken of the paucity of administrative and secretarial supports available to schools and the need for resourcing in this area.

9. The ASTI supports peer monitoring arrangements within school catchment areas. Such voluntary arrangements are more likely to foster that sense of engagement and involvement characteristic of quality education rather than legislative impositions or directives. Unless such voluntary peer monitoring arrangements produce an amelioration of the problem, the measures such as the involvement of an Enrolment Commissioner /Admissions Officer should be considered.

10. The ASTI supports discussions in relation to enrolment involving the education partners in accordance with Section 33(g) of the Education Act 2008.  Such guidelines/regulations could explicitly exclude the provision by a school of advice to a parent that another school in the community caters for special needs pupils or newcomer pupils or pupils from the travelling community.

11. The ASTI believes that education has an important role to play in fostering a fair and more equal society where the dignity of everyone regardless of background or aptitude is respected.   It should also be recognised that the education system alone cannot achieve such a society  and that decent jobs, proper healthcare and adequate housing are also essential.