02 Overview of the National Educationaldevelopment of a single strategic approach to maximising school attendance, participation and retention. The integration process continued in

02 Overview of the National Educational Welfare Board

03 Chairperson’s Statement 04 Chief Executive Officer’s Review 05 The Board

06 Review of 2010 06 Our service 07 Building an Integrated Support Service 08 The Educational Welfare Service 14 The Home School Community Liaison Scheme 17 The School Completion Programme 20 The Visiting Teacher Service for Travellers

22 Organisational Information 28 NEWB Report and Financial Statements

Contents

The National Educational Welfare Board (NEWB) is an independent statutory agency, established under the Education (Welfare) Act, 2000 with responsibility for ensuring that every child in the State, either attends school, or otherwise receives an education. In particular, the Board has a key role to respond to instances where children are not attending school regularly, or where there is concern about the child’s educational welfare.

In mid-2009 the Government ordered a substantial change to the composition of the NEWB by announcing that the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP) and the Visiting Teacher Service for Travellers (VTST)1 would be integrated within the NEWB, thereby facilitating an extended mandate to further encompass work on participation and retention.

This Annual Report for 2010 reflects how the NEWB, in addition to the core practices of each of the service strands, has been working on developing a single, strategic approach, reflecting equally the nature and strengths of each of the service strands. This report details the ongoing work of each service in 2010.

Statutory Remit and Functions of the Board

The Education (Welfare) Act, 2000, establishes a comprehensive framework for promoting school participation, retention and regular attendance as well as tackling the causes of absenteeism and early school leaving.

The Act provides the legislative framework for the extended remit of the NEWB regarding responsibility for developing an integrated strategic approach to attendance; retention and participation; building on the work and experience of the Home School Community Liaison Scheme, the School Completion Programme, the Visiting Teacher Service for Travellers and the Educational Welfare Service.

The Act requires the NEWB to exhaust all welfare interventions before considering taking legal action against parents who are failing in their duty to have their children attend school regularly.

The Act also charges the Board with responsibility for children who are being educated outside of recognised schools, for example at home, as well as 16 – 17 year olds who leave school to take up employment.

Mission

The underlying mission of the NEWB is to maximise the level of educational participation of children and young people, by ensuring that each child is attending school, or otherwise participating in an appropriate education.

NEWB Vision for Children

The vision of the NEWB is for a society where every child receives their entitlement to an education, so that they can enjoy their childhood, realise their full potential and gain maximum benefit from education.

1 In November 2010, the Government announced details of its four-year recovery plan. Two of the plan’s decisions, due to take effect in August 2011, will have a direct impact on the integrated NEWB: 1) the removal of the Visiting Teacher Service for Travellers, and 2) the removal of Rural Co-ordinator teaching posts in HSCL. However, throughout 2010 both services were integral to the work of the NEWB and as such are relevant to this Annual Report.

Overview of the National Educational Welfare Board

Since mid-2009 the Board has an expanded remit which includes responsibility for the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP) and the Visiting Teachers Service for Travellers (VTST), in addition to the Educational Welfare Service (EWS). In extending the remit, the Board was charged with devising a single approach to attendance, participation and retention. It is envisaged that the integrated service will facilitate the delivery of a focused and more cohesive service to children, families and schools.

I am pleased to report that during 2010, significant progress was achieved on the integration of services within the NEWB.

The integrated service will be child-centered in its purpose, aims and practice, with children’s educational well-being as its overarching goal. Each of the strands will foster a team-based approach. The service will also work in partnership with schools, parents, children and young people, and other support services to maximise children’s attendance, participation and retention in education.

The Board is committed to an evidence-informed approach to the design of the new service. A detailed work plan around the design of the new service will ensure that it will draw from the experience and expertise of staff of the services, school staff, parents, students and other stakeholders. It will also be grounded on the evidence from Irish and international research, informing us of what works well in helping children to attend school, participate fully in education and remain in education to Leaving Certificate level.

2010 was not without it its setbacks. The integration process is taking place at a time of unprecedented economic challenges. In response to the worsening crisis, the Government announced details of its four-year recovery plan in November 2010. The Government decision was made to remove the Visiting Teachers Service for Travellers and the Rural Co-ordinator teaching posts in HSCL in August 2011. The Integration Project is now also concerned with the management of the additional workload arising from the withdrawal of these services.

In these challenging times, it is vital that the NEWB maintains focus on its objectives and delivers a service that achieves better outcomes for children in a cost-effective manner. In 2010, the Comptroller and Auditor General conducted a value-for-money review of the National Educational Welfare

Board, entitled Monitoring School Attendance. The report noted the considerable opportunity presented by the integration of services under the NEWB and concluded that this represents an opportunity to achieve a more cohesive approach to school attendance, participation and retention.

Finally, I wish to thank the staff and the Board of the NEWB for their ongoing support in delivering the mission of the NEWB and in particular their work around the integration process.

I would also like to extend a warm welcome to our new CEO Clare Ryan. Clare is committed to educational disadvantage and has a thorough knowledge of our service initiatives. The Board views her experience as integral to progressing the extended remit of the NEWB in developing a single, strategic approach to attendance, participation and retention in schools. I wish her well and assure her of the Board’s support as she leads a highly dynamic service in highly challenging times.

Cathal Flynn Chairperson

Chairperson’s StatementThe NEWB’s core commitment is to work to secure every child’s entitlement to education. Since its establishment in 2002, the National Educational Welfare Board has made significant progress in building an organisation dedicated to implementing actions to improve school attendance and participation.

National Educational Welfare Board Annual Report 2010 3

Chief Executive Officer’s Review

Refining and enhancing core practice is central to our current work programme. A key priority for the NEWB is implementation of the Board’s extended remit: to plan in partnership with colleagues from HSCL, SCP, VTST and EWS for the development of a single strategic approach to maximising school attendance, participation and retention. The integration process continued in 2010 within an unequivocal mandate that the various strands work together collaboratively and cohesively as an integrated service to secure better educational outcomes for children and young people.

The NEWB is committed to ensuring that the delivery of its services and interventions are in line with current thinking as well as national and international best practice. This is part of its ongoing strategy to ensure quality, effectiveness and value for money. This commitment is advanced by testing new models of service in the field, by demanding robust monitoring and evaluation, by strengthening and building staff competencies through continuing professional development, and by investing in data gathering and analysis in order to build a solid evidence base for our work.

Since our inception in 2002, the NEWB has developed clear understandings of the broad and diverse nature of its responsibilities and to date the NEWB has made significant progress in building an organisation dedicated to implementing actions to improve school attendance, participation and retention. Prior to the Minister for Education and Skills’ announcement concerning the merger, the NEWB was devising a revised model of case management with education partners to standardise the practice process, particularly focusing on early intervention. It is now timely to review that system in conjunction with HSCL and SCP towards the refinement of an integrated practice model with national application.

Our core praxis involves working closely with schools and other agencies who have defined roles and responsibilities in respect of school attendance and child welfare in order to make the most effective use of the combined and different strengths of each party. This interagency collaboration is mandated in the Education (Welfare) Act, 2000, and is a key strand of Government policy for the delivery of quality

public services. The NEWB has, to date, collaborated with the NCSE, NEPS and the HSE in the drafting of protocols. The transfer of the NEWB to the newly formed Department of Children and Youth Affairs in 2011, will further enable the Board’s commitment to collaborative working. Integration of services will both enable and compel all to ensure that quality outcomes for children and families are secured through engaging in shared approaches to measuring outcomes, sharing knowledge, skills and data, and working together to a joint child-focused agenda. There now exists an unparalleled opportunity for the DES and the DCYA to work collaboratively and cohesively with the NEWB to secure better educational outcomes for children and young people.

In the current economic climate, the need to ensure that young people succeed in education, takes on new and more urgent significance. The extended remit of the NEWB provides an extraordinary opportunity to explore new possibilities for addressing the barriers to education. It equally infers an enormous responsibility upon the NEWB to maximise depleting resources to achieve the very best outcomes for children and families. Whatever processes emerge from our work on integration, they must endure the test of time and must prove their worth and value to those who matter most – children.

I wish to thank the Board and all the staff of the NEWB for your welcome, your personal and professional support and your dedication to our work especially in the context of the transitions that are underway. Your work and commitment to the ethos of the Education (Welfare) Act, 2000, brings us closer to our over-arching goal: that all children enjoy their childhood, realise their full potential and make a valued contribution to the economic, social and cultural life of their community.

Clare Ryan Chief Executive Officer

The wealth of expertise and experience that has become available to the NEWB as a result of the May 2009 Government decision to merge four educational services, the Educational Welfare Service (EWS) with the School Completion Programme (SCP), the Home School Community Liaison Scheme (HSCL) and the Visiting Teacher Service for Travellers (VTST), is immense. The combined organisational capacity allows us to target work on attendance, participation and retention more effectively, and indeed more holistically.


National Educational Welfare Board 4 Annual Report 2010

Mr Cathal Flynn Chairman, NEWB

Mr Ruairi GoganDepartment of Justice, Equality & Law Reform

Ms Marie-Claire McAleer Community and Voluntary Pillar

Ms Catherine Hazlett Department of Community, Equality and Gaeltacht Affairs

Ms Aine LynchNational Parents Council (Primary)

Ms Clare Ryan *CEO, NEWB

Ms Sonja CrokeEWO, NEWB

Mr Pat McSitricDepartment of Education and Skills

Sr Eileen Randles School Management Organisations

Mr Billy SheehanIrish National Teachers’ Organisation (INTO)

Ms Fionnuala AndersonFÁS

Ms Michele ClearHealth Service Executive

Mr Declan DunneBallymun Partnership

* Ms Clare Ryan was appointed CEO in May 2011. She replaced Nuala Doherty, Acting CEO from June 2010 - April 2011. Prior to June 2010 Mr Eddie Ward held the position of CEO.

The Board



National Educational Welfare Board Annual Report 2010 7 National Educational Welfare Board

6 Annual Report 2010 National Educational Welfare Board 6 Annual Report 2010

Since its establishment, the NEWB has developed and articulated clear understandings of the broad and diverse nature of its responsibilities and in particular, its responsibility to ensure that every child either attends school regularly, or otherwise receives an education. The Board views education as a key enabler to help children enjoy their childhood, realise their full potential and make a valued contribution to the economic, social and cultural life of their community. Supporting and promoting attendance, participation and retention are the key responsibilities for all staff working within the NEWB.

By order of the Minister for Education and Skills, in addition to the NEWB’s Educational Welfare Service (EWS), the School Completion Programme (SCP), the Home School Community Liaison Scheme (HSCL) and the Visiting Teacher Service for Travellers (VTST) came under the auspices of the NEWB organisation in late-2009.

The core statutory obligations of the NEWB set out in the Education (Welfare) Act, 2000, remain unchanged by the

integration of the four services. However, the NEWB’s remit has been directed towards the development of a

single strategic approach to attendance, participation and retention. The intention is that this extended

remit will facilitate the delivery of a more focused and integrated service to children, families and

schools, and enhance outcomes that endure. A significant proportion of the NEWB’s work in 2010 has been concentrated on designing work practices that cohesively secure this extended remit.

Thus, this Annual Report for 2010 positions the NEWB as the organisational and executive

authority, overseeing the integration process of these educational services, and situates its own Educational Welfare Service as an equal element in that process.

In accordance with the governing legislation specified in the Education (Welfare) Act, 2000, the National Educational Welfare Board (NEWB) supports children, families and schools within the education system.

Review of 2010

OurService

National Educational Welfare Board Annual Report 2010 7 National Educational Welfare Board

6 Annual Report 2010

In line with its Strategic Plan for 2010-2011, Every Child Counts, the integration work of the NEWB throughout 2010 was guided by the fifth stated Goal “The NEWB will build a unified education support service in line with Government policy”.

Throughout 2010, the NEWB executive has been involved in ensuring that staff in each of the four services continued to deliver quality service at every level, whilst simultaneously, senior management colleagues from three of the four service strands - the HSCL, SCP and EWS - joined in considering, designing and piloting joint working processes aimed at ultimate seamless provision.

Planning NEWB Strategic Integration

A memorandum of agreement with the Department of Education and Skills (DES) was completed in 2010. It clearly outlines the respective NEWB and DES responsibilities for matters pertaining to the NEWB’s extended remit.

The Integration Project is overseen by a sub-committee of the Board whose function is to provide strategic direction and guidance to the integration process. In 2010, a detailed project plan was devised and agreed to ensure clear direction and timelines for the integration process.

Designing an Integrated Model of Service

The NEWB considers that the integrated service must be built on a solid framework of evidence-based knowledge, in relation to policy, practice and research. A seminar entitled ‘Mapping the Landscape’ was held in March 2010 where the Board of the NEWB, representatives of the services, and educational experts, explored current practice, policy and research in the areas of early school leaving, educational disadvantage and educational wellbeing. The outcome from this seminar informed the planning process for the integration of services.

The NEWB is determined that each service’s vast experience and professional knowledge should neither be diluted nor lost in the process of integration. As such, the process

of designing an enduring and cohesive integrated service includes a comprehensive communications strategy with children, young people, families and school communities. The project includes a number of core elements focusing on research, identifying good practice as well as ongoing communication with critical stakeholders. These will inform the final configuration of the integrated service to ensure an evidence-based service with defined outcome measures.

Visiting Teacher Service for Travellers and HSCL Rural Co-ordinators

Eighteen months after the announcement of the merger of four national educational services, the Government announced details of its four-year recovery plan. Two of the plan’s decisions, due to take effect in August 2011, will have a direct impact on the integrated NEWB: 1) the removal of the Visiting Teacher Service for Travellers, and 2) the removal of Rural Co-ordinator teaching posts in HSCL.

As a result of this decision, an immediate priority arises, namely to ensure that Traveller children will not be further marginalised due to service withdrawal. Equally, rural educational disadvantage, although less conspicuous than in urban areas, must be maintained on the agenda of both need and action. Under the plan, teachers will be redeployed in accordance with the terms of relevant redeployment schemes. As at the close of 2010, there is significant educational welfare concern around Traveller children and marginalised rural communities. The loss of both services will impact directly upon the service as well as on schools, families and ultimately children. A core piece of work for the NEWB will be to manage the wind-down of the VTST as well as reconfiguration of the remaining services to support these two cohorts.

Building an Integrated Support Service

Review of 2010 - Our Service

Throughout 2010, the work of the NEWB’s Educational Welfare Service was guided by the five strategic goals set out in the organisation’s Strategic Plan for 2010 - 2011, Every Child Counts. For the purpose of this Annual Report, the work and achievements of the EWS in 2010 is presented in its alignment to those goals.

The following section deals with the work directly relating to Goals 1-4, while the section Our Services at the beginning of this Annual Report covers the NEWB’s work under Goal 5: to “Build a unified education support service in line with Government policy”.

Strategic Goal 1

Influence national policy and shape public understanding in relation to school attendance and participation.

Annual Attendance Report

The Education (Welfare) Act, 2000, recognises that school attendance and participation can be influenced at many levels. The Act enables and requires the NEWB to influence public attitudes to education, to create a body of knowledge about the nature of attendance problems and effective means of prevention and to disseminate that knowledge to schools.

The Act also obliges schools to submit an Annual Attendance Report (AAR) to the NEWB on the levels of school attendance each year. The NEWB report of the Analysis of School Attendance Data in Primary and Post-Primary Schools for 2008/09 provides important baseline information for those working in the field of educational welfare.

The report shows that the percentage of student days lost through absence has largely remained stable over the last six years. Over 58,000 students miss school each day,

consisting of approximately 31,500 primary and 27,000 post-primary students. This is a loss, on average, of 12 school days per student per year in primary school and 13 days per year in post-primary school. About 12% of primary school students (59,000) and 17% of post-primary students (59,000) were absent for 20 days or more during the school year 2008/09.

Non-attendance at school is a strong indicator of overall child welfare and a determinant of education outcomes. Combating the issues underlying poor attendance requires concerted action and close collaboration among schools, school support services and other stakeholders involved with children, young people and their families.

High response rates to the AAR at primary school and post-primary (over 90%) indicate that schools take the issue of absenteeism seriously. It also means that data provided by the AAR effectively constitutes a national database that can be used to accurately monitor non-attendance, expulsion and suspension in almost every primary and post-primary school in Ireland.

While attendance is a national issue, Irish figures are similar to those in Northern Ireland and the UK. Non-attendance in Irish primary schools was 5.5% of student days in 2008/09 compared to between 4.8% and 6.8% for Northern Ireland, England, Scotland and Wales. Non-attendance for post-primary schools was 7.9% of student days in the Republic, compared to between 7.3% and 9.0% in Northern Ireland/UK schools.

The data shows that expulsions were uncommon in Irish primary - 14 expulsions were reported in the 2008/09 reporting period. The corresponding figure in post-primary schools was 128, accounting for less than 0.05% of students. Regarding suspensions from school, the figure for primary schools was 0.2% in 2008/09, while for post-primary it was just under 5%, almost 20 times higher.

The Educational Welfare Service




The analysis of the 2008/09 data also revealed that schools with high levels of non-attendance are more likely to have higher proportions of pupils living in local authority accommodation, more lone-parent families, and more families where the main earner is unemployed. National and international research bears out that higher levels of non-attendance are also associated with poverty, lower academic performance, higher drop-out rates and poorer performance in the Junior Certificate Examination (or equivalent).

The annual attendance information has been gathered since 2003/04 and it serves as a very useful benchmark for school attendance in Ireland. For example, in primary schools, non-attendance is generally higher in schools involved in the School Support Programme (SSP). However, there is an important urban/rural dimension to non-attendance. General non-attendance and 20-day absences are higher in non-disadvantaged urban schools than they are in disadvantaged rural schools.

This pattern is consistent with the data from 2006/07 and 2007/08. Rates of non-attendance are higher in vocational and community/comprehensive schools than in secondary schools. In post-primary schools all forms of non-attendance were higher in disadvantaged schools - over one quarter (26.3%) of students in designated disadvantaged schools were absent for 20 days or more in 2008/09, while in non-designated schools the figure was 15.2%. This kind of information is critical for the NEWB in planning and targeting work that is effective.

Teacher Training Module

The Education (Welfare) Act, 2000, envisages that the expert knowledge built up by the NEWB relating to attendance and educational welfare issues will be employed strategically to influence those critical parts of the education system that can impact on attendance, such as curriculum and teacher education.

The NEWB works closely with teacher education colleges so that the organisation’s knowledge and expertise can be best used to broaden and deepen teacher training programmes in relation to school attendance, retention and participation.

In 2010, the NEWB provided a series of lectures to students in a number of the teacher training colleges in the country. The focus of the presentations was on the Education (Welfare) Act, 2000 and the sharing of staff experience in their interactions with school personnel, parents and students, as well as with relevant professional agencies.

Strategic Goal 2

The NEWB will provide advice and support to children, parents and schools in order to secure best outcomes for children’s school attendance and educational welfare.

Promoting Good Attendance

The NEWB is committed to supporting schools to deliver on their defined responsibilities with regard to promoting positive attendance and the Board does this in a number of ways. For example, the NEWB Helpline (1890 36 36 66) supports school attendance by providing practical help and guidance to parents and schools on educational issues. The Board has also produced parent leaflets in 18 different languages designed to inform parents about their responsibility in relation to school attendance as well as offer them guidance and support.

Throughout 2010, Educational Welfare Officers (EWOs) actively worked with schools across the country in this regard and supported them with their school attendance strategies to promote good attendance. EWOs provided schools with incentives such as attendance awards to acknowledge positive attendance.

Award certificates are regularly presented to children who show an improvement in their attendance or achieve unbroken attendance. The largest school attendance award ceremony takes place in Cork each year in recognition of pupils with eight years or more unbroken attendance at school. This annual event, which dates back to the start of the last century, is organised by the NEWB and sponsored by Cork City Council.

In 2010, an impressive 71 pupils received awards for eight to 14 years continuous unbroken school attendance. Four outstanding pupils received awards for 14 years unbroken attendance – this means that they never missed a day while in primary or post-primary school. Eleven sets of siblings also received awards for unbroken attendance ranging from eight to 14 years. Over 1,500 other pupils throughout Cork City also received certificates for unbroken attendance, ranging from one to seven years perfect attendance.

C&AG Report

In September 2010, the Comptroller and Auditor General (C&AG) produced a Special Report on education. Chapter 2, entitled Monitoring School Attendance, concerned a value-for-money review the C&AG conducted on the NEWB. Specifically the report examined the extent to which the NEWB responds to the educational welfare needs of students, as well as how it is positioned to evaluate the effectiveness of its own operations.

Review of 2010 - Our ServiceThe Educational Welfare Service




The report examined the two key ways schools report attendance to the Board. Schools must submit an Annual Attendance Report (AAR) to the NEWB on the levels of school attendance each academic year. The annual NEWB report of the Analysis of School Attendance Data in Primary and Post-Primary Schools provides schools and those working in the field of educational welfare with important baseline information. This includes the average number of days missed, absences over 20 days, suspensions and expulsions. This data is produced at national and county level offering contextual comparative potential.

Under the Education (Welfare) Act, 2000, schools must notify an Educational Welfare Officer or ‘EWO’ in instances where a student has been absent from school for a cumulative total of 20 days or more in the school year, a student’s name is to be removed from the school register for any reason, a student has been suspended for a cumulative total of six days in the school year or a principal is concerned about a student’s attendance.

To facilitate schools with their obligation to report to the Board in relation to this specific criterion, the Board developed student absences returns or ‘periodic returns’ as they are referred to in the special report. As part of these returns, (of which there are four each year), schools must notify the NEWB of the personal details of each student being reported to the Board and the reasons for non-attendance. The Student Absence Returns are primarily a tool for EWOs to identify individual children who may need NEWB intervention and unlike the AAR data, are not a comprehensive national reflection of absences over 20 days. Some schools choose to report directly to their EWO and, in doing so, fulfill their legal obligation to report to the Board.

Importantly the Student Absence Returns were not designed to be used for statistical analysis. The infrastructure in schools across the country to enable them to make accurate returns varies considerably. As a result EWOs always verify data with a school before taking any action in relation to an individual child.

The C&AG report validated the NEWB’s intention to streamline and improve the practice of Student Absence Reports (see page 8) and to adopt a referral method of case management. The NEWB fully subscribes to the view that timely and comprehensive reporting of absences is essential in tackling non-attendance and that the NEWB has a responsibility to take whatever steps it can to ensure comprehensive reporting within the confines of resource constraints. A key priority for the Board is to review the data it collects from schools in the context of the NEWB’s practice model and statutory remit.

Significantly, the C&AG report highlighted the fact that currently there is a gap between the number of pupils for whom intervention is required and the capacity of the NEWB to respond. It also considered the opportunity presented by the integration of services (EWS with SCP, HSCL and VTST) under the NEWB to improve educational outcomes for all children. It concluded that the integration represents an opportunity to achieve a more joined-up approach to school participation.

Guidelines on Codes of Behaviour

The publication, Developing a Code of Behaviour: Guidelines for Schools, has been issued to all schools and is part of the NEWB’s overall strategy to support school attendance, retention and participation. The guidelines were issued in compliance with Section 23 of the Education (Welfare) Act, 2000, which legally obliges each school to have a code of behaviour that is available to all students and parents.

Each school is obliged to develop an action plan for the review or preparation of their code of behaviour, together with clear timeframes for doing the work set out in the plan. In other cases, a Board of Management must ensure that a code of behaviour based on the guidelines is in place as soon as possible following the establishment of the school. To further support the process, the NEWB has also developed a Code of Behaviour Checklist to facilitate schools to audit their existing code of behaviour against good practice.

Throughout 2010, EWOs continued to support schools around the country in the development of their codes of behaviour consistent with the NEWB Guidelines.

Strategic Goal 3

The NEWB will make effective use of its resources to ensure maximum impact on children’s school attendance.

The Educational Welfare Service

The Educational Welfare Service (EWS) operates through five regional teams, each of which is headed by a Regional Manager (RM) who leads a number of Senior Educational Welfare Officers (SEWOs), who in turn manage a team of Educational Welfare Officers (EWOs). The NEWB’s educational welfare service was provided from 31 locations nationwide in 2010. The EWS comprises 90 sanctioned posts (72 EWOs, 13 SEWOs, and five RMs). In March 2009, the Government announced a recruitment and promotion moratorium in respect of the civil and public service. The






impact of this policy has resulted in the NEWB carrying a high vacancy rate. In 2010, 73 of the 90 sanctioned posts were filled (66 EWOS, 13 SEWOs, and four RMs).

EWOs assist schools, students and parents in complying with their legal obligations under the Education (Welfare) Act, 2000. Key aspects of the role include:

• Monitoring school attendance and taking a range of measures where children do not attend school and where parents breach their legal obligations in relation to school attendance

• Working with other statutory and voluntary services to support children’s attendance and participation in schools

• Encouraging and advising schools in developing school attendance strategies, codes of behaviour and other policies to create environments that encourage children to attend school regularly.

The Educational Welfare Service has a national remit. However, consistent with Government policy, EWOs are mandated to prioritise children who are out of school and who have no school place. The Department of Education and Skill’s DEIS programme (Delivering Equality of Opportunity in Schools) provides a key policy context for the work of the NEWB. This is all the more relevant given the additional responsibility for the HSCL and SCP.

In 2008, the Educational Welfare Service identified the need to articulate and standardise service practice and to focus on the child or young person’s journey from first point of contact with the service until work is concluded with a child and family. In 2009 and 2010 a new practice of case management was successfully piloted in a number of sites across the country. This Case Management System focuses on strategic Brief Interventions where appropriate, and facilitates Intensive Casework as required. This new approach to fulfilling

EWOs’ remits concentrates on finding solutions through an interagency and co-operative element of interventions within a set process framework involving children and their families, schools and other relevant agencies. Ongoing monitoring and evaluation of the pilot sites will inform future practice for the Educational Welfare Service.

Legal Sanctions

Court proceedings form an important component of the Educational Welfare Service’s work. Taking legal action against a parent or guardian regarding their child’s educational welfare is a serious matter. Before doing so, EWOs must have established that all welfare interventions have been exhausted prior to taking the decision to instigate legal action against parents failing in their duty to have their children attend school.

The imposition of sanctions on parents or guardians for their child’s non-attendance is the responsibility of the court after normal court proceedings have been followed. The law provides that upon conviction, either a fine or up to one month’s imprisonment, or both, be imposed.

A School Attendance Notice (SAN) is the first step in enforcing the law. When a SAN is issued, the EWO then begins a formal monitoring process of the child’s situation, and the parent or guardian is afforded extensive opportunity to address the underlying issues with the EWO and the school. Occasionally, the involvement of other agents and services offering additional support to the family can be sufficient to bring about change.

From January to end December 2010, a total of 410 SANs were issued in respect of 268 children. To date, the NEWB has issued a total of 1569 SANs.

During 2010, 95 new summonses were issued by the NEWB in respect of 63 children. 104 summonses were brought

Table 1: Overview of Intensive cases involving children with serious school attendance difficulties, as at 31st December 2010

Cases at start of January 2010

New Cases Closed Cases Cases at end of December 2010

Dublin City 499 274 316 457

Leinster North / Ulster 418 207 329 296

Leinster South 389 247 252 384

Munster 317 273 336 254

West / North West 346 440 518 268

1,969 1,441 1,751 1,659

Note: This table only captures Intensive cases and does not reflect Brief Interventions undertaken by EWOs (i.e. low level involvement aimed at intervening early to prevent an attendance problem escalating).

forward from previous years bringing the total number of cases on hand in 2010 to 199. Of these cases:

• 52 were convicted

• 22 were struck out, withdrawn or dismissed

• 125 carried forward into 2011.

Legal Guidelines

In 2010, the NEWB commenced a review of its guidelines for staff regarding legal procedures against parents who fail to ensure that their children attend school. The guidelines outline best practice around the legal parameters and practice that govern the issuing of School Attendance Notices and summonses under Section 25 of the Education (Welfare) Act, 2000.

The first set of legal guidelines were circulated to staff in 2006 and updated in 2008. In the intervening three years the Educational Welfare Service has developed a wealth of experience with regard to legal proceedings which needed to be embedded within the organisation. The revised guidelines capture this learning and are closely aligned with the case management system already described. Practice-based guidance in this highly complex area is an invaluable resource for EWOs.

Education Outside of Recognised Schools

Section 14 (1) of the Education (Welfare) Act, 2000, obliges the NEWB to establish and maintain a register of all children in receipt of an education in a place other than a recognised school. The Act outlines the process of application, assessment, registration and appeal to which the NEWB should adhere to.

At the end of 2010, the NEWB had 640 children registered as being educated at home. During 2010, 189 ‘preliminary’ assessments and ten ‘comprehensive’ assessments were completed. The NEWB also had 7,512 children registered as being educated in non-recognised schools throughout Ireland.

A Senior Educational Welfare Officer (SEWO) manages this service, which employs one full-time authorised person and a panel of experts who are commissioned to carry out ‘preliminary’, ‘comprehensive’ and ‘ongoing monitoring review’ assessments throughout Ireland. In 2010, six EWOs participated in training in preliminary assessments and are positioned to assist in this process. During 2010, 44 ongoing monitoring reviews were completed.

Strategic Goal 4

The NEWB will develop models of good practice; we will build partnerships within the education system and with other agencies who can impact positively on school attendance.

Interagency Protocols

The NEWB affirms the importance of interagency work in ensuring that children with problematic attendance have the benefit of professional collaboration and co-ordination. In tandem with the integration process of the EWS, SCP, HSCL and VTST throughout 2010, the NEWB worked with other agencies that have roles and responsibilities in respect of school attendance and child welfare in order to make the most effective use of the combined and diverse strengths of each party. Interagency collaboration is mandated in the Education (Welfare) Act, 2000, and is a key strand of Government policy for the delivery of quality public services.

The National Council for Special Education and the NEWB, formalised their interagency working arrangements in 2009 and elaborated that relationship through 2010 – in relation to children where both agencies have a shared involvement. An implementation plan was agreed between managers, priorities were identified and a data collection process was devised for cases that were worked on jointly by both agencies.

The NEWB continued its work on developing working protocols with the Health Service Executive in 2010. There are clear child protection policies in place that govern our responsibilities with children where there is a child protection concern. The broader issue of working arrangements for children who are a concern for either agency, as well as for children in care, is being addressed in our protocol work.

In 2010, the NEWB continued to develop and maintain excellent professional working arrangements with a wide range of statutory and voluntary service providers, who work with vulnerable children and their families at local and national level.

Garda Case Management

In 2010, the Garda Youth Diversion Programme rolled out a case management training programme for all Community Gardaí throughout the country. The programme was piloted and evaluated in the Dublin Metropolitan Area with the aim of assigning one Garda to an individual offending juvenile. NEWB liaison was identified as an important interagency co-operation, and Regional Managers and Senior Educational Welfare Officers commenced a series of briefings on the nature of the NEWB’s work with families and around information sharing.






North South Good Friday Project

In 2010, representatives from the NEWB, the DES and the Department of Education Northern Ireland, participated in the North/South Educational Underachievement Group, an initiative established as part of the 1998 Good Friday Agreement. The group focuses on a variety of educational issues, including numeracy, literacy, peer learning, the Traveller taskforce, as well as attendance and retention issues with the express purpose of mutual professional support and the sharing of best practice.

Process Mapping

In 2010, a process to assess the gaps in functionality between the NEWB’s existing IT system and the pilot Case Management System commenced (see Educational Welfare Service, page 11). The work will continue in 2011 and inform the technical amendments required to accommodate the focus on the practice model and referral process.

Social Inclusion Workshops

2010 was the European Year for Combating Poverty and Social Exclusion. The key objectives were to raise public awareness and renew the political commitment of the EU and its Member States to tackle poverty and social exclusion.

The Social Inclusion Division in the Department of Social and Family Affairs was designated the National Implementing Body for the Irish National Progamme for the EU Year. As part of Ireland’s programme, the Social Inclusion Division of the Department of Community, Equality and Gaeltacht Affairs worked with Community Worker’s Co-operative (CWC), and the Community Platform to run a number of Regional Seminars.

The NEWB attended three of these seminars in Galway, Dundalk and Donegal. EWOs delivered presentations on its recently developed practice model and referral process (see Educational Welfare Service, page 11) in the child poverty workshops, which were designed to share examples of good practice. The NEWB’s presentation highlighted the need for interagency work in ensuring access to sufficient resources, supports and services in order to ensure full and equal participation in education.

Children’s Services Committees

The National Children’s Strategy Implementation Group (NCSIG) was established in 2006 to oversee the implementation of strategic plans and policies already published in relation to children’s services in Ireland.

As part of this process, the NCSIG oversees the establishment of 34 Children’s Services Committees (CSCs) across the country. These committees are charged with improving the

lives of children and families at local and community level through integrated planning, working and service delivery.

The CSCs are established under County Development Boards in existence across the country. Their aim is to map existing services for children and families in the area, consider the wellbeing of children and families in that area, and develop a work plan identifying priority actions to develop and strengthen interagency working.

The NEWB is represented on the Limerick, South Dublin, Fingal, Dublin City and Kildare CSCs by a Regional Manager from the Educational Welfare Service.

The NEWB not only participates in strategic planning at Committee level, but also at sub-group level developing interagency initiatives that respond to the needs of children and families in collaboration with other local service providers.

The work plan developed by each CSC is designed to respond to local need, but it is envisaged that initiatives that have been evaluated and prove to have positive outcomes for children and families will be shared across CSCs. A toolkit has been produced based on the learning from the initial set up phase to assist new CSCs as they develop their work plans. It is planned that 20 CSCs will be operational across the country by 2012.





The Home School Community Liaison Scheme (HSCL) is a school-based preventative strategy targeting children and young people who are at risk of not reaching their potential in the education system. The reasons for non-attainment can be multifaceted but are often inclusive of background

characteristics that tend to adversely affect pupil attendance,

retention and participation.

The underlying policy of the HSCL Scheme is to seek to promote partnership between parents and teachers. The purpose of this partnership is to enhance pupils’ learning opportunities and to promote their retention in the education system.

It focuses directly on the significant adults in children’s

educational lives and thereby seeking indirect benefits for the

children themselves. It involves the

designation

(deployment) of teachers in schools that take the lead in this work - all members of HSCL Scheme are teachers.

Throughout 2010, the integration process with the SCP, VTST and EWS under the auspices of the NEWB, working towards a single strategic approach to attendance, retention and participation, was a primary concern of the HSCL national team. Actively participating in this process was balanced with maintaining its established support services to parents and schools, and the provision of training and professional development to HSCL staff around the country. With its particular emphasis on the adults in the lives of the children and young people targeted in this scheme, the HSCL Scheme offers colleagues a valuable perspective around approaching attendance, participation and retention issues.

The service is co-ordinated by a National Team comprising three Regional Coordinators who provide leadership, direction, training development and co-ordination to the 450 local HSCL coordinators who are employed in DEIS primary and second level schools around the country.

The two main elements of the programme are:

1. Building partnerships between parents and teachers in the interests of children’s learning, through home visits, courses, encouraging parental involvement with schools and a variety of other direct interventions and supports

2. Working with staff in schools to develop, encourage and maintain partnership with parents.

The vision of HSCL is of an equal, inclusive and caring society where all children will be able to achieve their full potential and be able to contribute fully to the development of holistic communities and engaged citizenship.

The goals of HSCL are:

• To maximise active participation of children in the education process, in particular those who might be at risk of failure

The Home School Community Liaison Scheme



• To promote active cooperation between home, school and relevant community agencies in promoting the educational interests of children

• To raise awareness in parents of their own capacities to enhance their children’s educational progress and to assist them in achieving this

• To enhance children’s uptake in education, their retention in the educational system, their continuation to post-compulsory education and to third level and their attitudes to life-long learning

• To disseminate the positive outcomes of the HSCL Scheme throughout the school system generally.

Basic Principles of the HSCL Scheme

• The scheme consists of a partnership and collaboration of the complementary skills of parents and teachers

• The scheme is unified and integrated at both primary and secondary levels

• The thrust of the scheme is preventative rather than curative

• The focus of the HSCL Scheme is on the adults whose attitudes and behaviours impinge on the lives of children, namely, parents and teachers

• The basis of activities in the HSCL Scheme is the identification of needs and having those needs met

• The scheme develops teacher and staff attitudes in the areas of partnership and the whole-school approach

• The scheme promotes the fostering of self-help and independence

• Home visitation is a crucial element in establishing bonds of trust with families

• Networking with, and promoting the coordination of the work of, voluntary and statutory agencies increases effectiveness, eliminates duplication and leads to an integrated delivery of service to marginalised children and their families

• HSCL is a full-time undertaking

• The liaison coordinator is an agent of change

• Community ‘ownership’ of the scheme is promoted through the development of the Local Committees.

Staff Development

Comprehensive staff development programmes in designated schools (particularly those that have recently taken on HSCL) took place in 2010. The primary aims of this work is to elaborate understanding of educational disadvantage, clarify the role of the HSCL coordinator in the community and with parents, and to illustrate the value of partnership, collaboration and networking with relevant agencies.

In 2010, the National Team of the HSCL Scheme explored and developed a model of collaborative and integrated working with SCP, VTST and EWS, in light of the expanded remit of the NEWB. The importance of a structured, whole school approach to school attendance issues, utilising all of the school’s supports, has been highlighted during staff development sessions. Particular emphasis on the proactive role of HSCL coordinators working with families has been reiterated.

Continuing Professional Development (CPD)

Within the context of a changing organisational structure, the National Team of the HSCL considered its CPD function to be of particular importance during 2010. Encouraging staff to positively reflect on what is valuable to protect and conserve in their work was seen as an important priority in the context of the organisational implications of integration within the NEWB. HSCL management introduced a new format of in-service delivery for HSCL staff that represented a significant investment and proved highly successful.

Through six workshops held during 2010, led by Paula Downey of Downey-Youell Associates, a conversational process based on a set of integrated design principles known as World Café technique was embarked on. Staff gathered in Dublin, Kilkenny, Cork and Sligo, where HSCL coordinators were given an opportunity to reflect on and renew their own vision, examine the core principles of HSCL that must be preserved in the work, and to explore opportunities offered by the NEWB’s single strategic delivery of service. The process utilised by Downey-Youell worked through a model of participant learning, reflection and renewal. In the process, the importance of small successes was affirmed, but all participants were challenged to focus, with a renewed emphasis on integrated working. This was seen as a very useful preparation for the necessary changes over the coming years.

In the Spring of 2010, a four-day induction programme with a two-day follow-up was delivered to 80 newly appointed HSCL coordinators. The emphasis of this training was to impart the core vision and principles of the HSCL Scheme and to equip new coordinators with the skills and confidence to work in a collaborative way with parents, school staff and communities.

Cluster Meetings

To ensure a co-ordinated approach to the work of the HSCL Scheme, cluster meetings were held at three different levels throughout 2010:

1. Family cluster meetings took place on a weekly basis all around the country. These are for co-ordinators serving schools and families in the same community and they

Review of 2010 - Our ServiceThe Home School Community Liaison Scheme

Review of 2010 - Our ServiceThe Home School Community Liaison Scheme

enable co-ordinators to plan joint initiatives and facilitate working as a team

2. Local clusters, which serve geographically close areas, bring co-ordinators together to plan and share models of best practice with each other

3. Area clusters were held once a term to address broader scheme issues and to utilise the expertise of outside speakers and facilitators. There are 13 area clusters in the entire HSCL Scheme.

Local Education Committees

Research shows that pupils spend approximately 15% of their waking life in school. The other 85% is spent in the home and in the community. This fact illustrates the significant role that parents and the community play in the development and education of children and young people. The HSCL Scheme creates Local Committees of parents, pupils, participating schools and community agencies with the express intention of building strong school/community links through addressing some of the environmental and educational issues affecting pupils and their families, as well as recognising the value of local contribution to the educational welfare of the young people in the community. A typical Local Committee may consist of a HSCL co-ordinator, a SCP co-ordinator, members of the school staff including the principal, parents, pupils, representatives from the local business community, as well as workers from locally-based voluntary and statutory agencies.

One Book Project

The One Book Project initiative has been developed through the HSCL Local Committees across the country and has proven to be enormously successful. Its simple objective is to promote and develop reading for pleasure in the home and community. In 2010, many projects were launched, resulting in strong community co-operation and widespread, renewed interest in reading. It has proved to bring whole communities together in a most enjoyable way, harnessing the talents and gifts of parents, agencies, library services and school personnel. The format used is:

1. A book of agreed interest is chosen and adopted by a cluster of schools

2. Pupils, parents and community groups are invited to read the book

3. Books are brought to every home by HSCL coordinator and/or parents

4. Books are read simultaneously in class, at both primary and second level and at home

5. A communication structure is set up between class teacher and parents

6. A Book Pack is sent home containing book, worksheets and comment page for parents

7. A questionnaire is completed by parents, when book is read, ensuring widespread uptake.

One rich element of this initiative is that the book can be, and often is, adopted by teachers in Junior Certificate School Programme (JCSP), in adult literacy groups or a number of other educational settings in the locality. Further, there are many activities, such as art competitions, heritage trails, table quizzes, crosswords, which serve to enhance understanding, knowledge and interest around the chosen title or its subjects.


The School Completion Programme (SCP) is a programme that aims to have a significant positive impact on levels of young people’s retention in primary and second level schools and on numbers of pupils who successfully complete the senior cycle, or equivalent.

Early School Leaving

The focus of the School Completion Programme is on those children and young people who are at risk of educational disadvantage, leaving school early and not finishing school. Statistically, early school leavers are more likely to experience social exclusion and unemployment or under-employment. While attaining a Leaving Certificate does not constitute a guarantee of success and social inclusion, it is recognised as an important qualification on many career paths.

The Work of the School Completion Programme

The SCP is based on the concept of integrated services, ranging from social and personal development to after-school and out-of-school supports, including sport and leisure activities as well as supports that target the young person’s home and community life. The objectives of the SCP are realised locally through the provision of a range of interventions and supports, including breakfast clubs, mentoring programmes, diverse therapies, and other out-of-school initiatives. It works in partnership with community, youth and sporting organisations and with local representatives of national statutory bodies, such as Community Gardai, Juvenile Liaison Officers, Social Workers, Health Board personnel, and Area Based partnerships amongst others.

Co-ordination Service

The School Completion Programme is supported by a team comprising three Regional Co-ordinators, a Research and Development Officer and administrative support. The

Co-ordinators advise on and monitor the development of local multi-agency plans and targets that provide for a range of specific additional services for young people who are deemed to be at risk of early school leaving.

In 2010, the integration process was a primary focus of the work of the SCP’s National Coordination Team in conjunction with maintaining the SCP service activities. During the year, there were 124 local SCP projects employing 251 full-time and 3,400 sessional or part-time project staff. Each of the 124 local SCP projects are led by


The School Completion Programme



Review of 2010 - Our ServiceThe School Completion Programme

management committees with representatives of school principals, HSCL staff, parents and the local community that manages the direction of the project and the employment of available resources. To date, the SCP has been implemented in 464 primary schools and 224 post-primary schools.

Overall aims

The aims of the School Completion Programme are:

• To retain young people in the formal education system to completion of the senior cycle, or equivalent

• To improve the quality of participation and educational attainment of targeted children and young people in the educational process

• To bring together all relevant local stakeholders (home, school, youth, community, statutory and voluntary) to tackle early school leaving

• To offer positive supports in primary and post-primary schools towards the prevention of educational disadvantage

• To encourage young people who have left mainstream education to return to school

• To positively influence policies relating to the prevention of early school leaving within the education system.

Key principles

The School Completion Programme is also based on a number of key principles:

• Partnership: Schools (primary and post-primary), parents and relevant agencies collaborate formally through Local Management Committees and informally through the Local Co-ordinators

• Prevention: Young people at risk of early school leaving are supported from an early age cognisant that home, school, environmental, social and economic factors influence the pattern of early school leaving

• Bottom-up approach: Different supports are offered in each cluster (project area), depending on local needs, in recognition of the fact that local factors can influence early school leaving

• Agreed criteria: The young person’s inclusion in the programme is based on an agreed set of criteria targeting those most at risk of early school leaving

• Whole school: A whole school approach can be utilised in order to minimise the potential stigmatisation of young people at risk of early school leaving

• Continuous support: Supports are offered in-school, after-school, out-of-school and during holiday time in recognition of the fact that continuous support must be given to young people at risk of early school leaving

• Pattern breaking: Breaking the pattern of early school leaving and educational disadvantage are key to the programme.

The SCP came into operation in 2002 primarily to address issues of school retention. Figures published by the Department of Education and Skills in 2010 show a decrease in the proportion of early school leavers from 14.6% in 2002 to 11.3% in 2008, and an increase in the numbers completing the secondary school cycle (82.6% in 2000 to 86.7% in 2007). This compares favourably to EU averages but still falls short of EU targets.

Best Practice

In 2008, the SCP undertook a consultation process with participants of the programme and local co-ordinators to identify which interventions and initiatives best supported children at risk of early school leaving. Further to this, 16 of the SCP most successful interventions were identified:

• Extracurricular activities / sports

• After-school clubs / homework clubs

• Individual support / one-to-one / key work / personal development / group work

• Breakfast clubs / lunch clubs / school meals

• Diverse therapies2

• Summer programmes / educational trips

• Learning support / literacy and numeracy support3

• Attendance tracking / monitoring / awards / rewards

• Transfer programmes / transition / induction

• Staff

• Interagency collaboration / co-operation / liaising / networking

• Family support / home visits4

• Behaviour management / anger management / suspension intervention

• Targeting / prioritisation of young people at risk of early school leaving

• Mentoring

• Transport.

These interventions now form the basis of the School Completion Programme’s best practice in its work in supporting young people at risk of early school leaving, and are consistent with international initiatives.

2 Play therapy, art therapy, music therapy and drama therapy can be funded through SCP.3 SCP personnel support and enhance the work of class teachers and Resource teachers in agreement with participating schools.4 Home Visitations are only carried out by SCP personnel where and when there is local agreement to do so.



Review of 2010 - Our ServiceThe School Completion Programme

Interagency working

In recognition of the cross-cutting nature of the factors impacting on school attendance, the SCP is represented on a number of groups including:

• Limerick Regeneration Education Management Committee – set up to advance educational outcomes in the Regeneration Area

• DES Family Literacy Working Group – promoting family literacy in DEIS areas

• Quality Development of Out-of-School Services (QDOSS) - umbrella group representing organisations working in the out of school field

• Business in the Community (BITC) - SCP and BITC collaborate to provide workplace placements and mentoring programmes for Senior Students in DEIS Schools

• National Advisory committee for Drugs – member of Steering Group appointed to oversee the completion of research on Risk and Protection Factors for Substance Use Among Young People: A Comparative Study of Early School Leavers and School Attending Students

• DEIS Steering Committee for Second Level - to develop collaboration between all of the educational support services in DEIS Schools.

Continuing Professional Development (CPD) in 2010

Continuing professional development (CPD) is the means by which employees maintain, improve and broaden their knowledge and skills required in their professional lives through educational courses, training, work experience and practice.

The following CPD events were held in 2010:

• Local Co-ordinators facilitated workshops on a variety of topics that included: exploring the transition from primary to post-primary; animation workshops for young people; sporting activities for schools; sample drama; building support networks and tackling low self-esteem amongst students

• In-service was delivered to SCP Local Co-ordinators and Project Workers in six regions around Ireland in 2010 on varying topics such as:

suicide prevention, music workshops, mental health, drama workshops, personal safety and school sports initiatives

• Induction training was organised for 12 new SCP Local Co-ordinators and an extensive Support Teacher Programme in-service was delivered for newly appointed support teachers and covered information gathering, referral, targeting, recording and the role of the School Care Team

• CPD was also delivered to established Support Teachers. Topics included: a presentation and workshop on mental health issues and conduct disorders in the primary school and a presentation and workshop entitled ‘Supporting the Support Teacher – Tools for Survival’.




The Visiting Teacher Service for Travellers (VTST) works to promote, facilitate and support the education of Travellers in Ireland from pre-school stage through primary and post-primary to Third Level or higher education. In 2010, there were 40 Visiting Teachers for Travellers (VTTs) who work in teams of between 2-6 members, and there were ten regional teams. This service promotes the integrated education of Travellers.

The VTST through its knowledge, experience and understanding of Travellers and the issues with education that exist in the Traveller culture, seeks to provide opportunities for Traveller parents, their children and schools to engage in a process of development that maximises participation and attainment levels, and promotes a culturally inclusive education for all.

Working with Families and Educational Establishments

The work of the VTTs with Travellers and their families throughout 2010 focused on the following aspects of their education and their access to education:

• Participation in local pre-school provision

• Enrolment

• Attendance

• Participation

• Age Appropriate Progression

• Transition from primary to post-primary school

• Continuity to the end of senior cycle

• Certification

• Progression to Third Level education

• Addressing the specific needs and challenges of more nomadic Travellers and Travellers living on the roadside, so as to provide for as much continuity in education as possible

The Visiting Teacher Service for Travellers



• Advancing the capacity of Traveller parents to support their children’s learning in establishing good working relationships with schools

• Lifelong learning and alternative provision.

The work of VTST with schools in 2010 focused on:

• Facilitating enrolment

• Promoting a high standard of attendance

• Advocating that the appropriate educational supports are in place

• Advising on, and the promotion of, good practice in the provision of learning support for Travellers

• Encouraging target setting and regular assessment

• Promoting a team approach within the school to the provision of educational supports for Travellers

• Obtaining regular and accurate information from schools on issues related to Traveller education

• Promoting and actively encouraging mutual understanding between Travellers and schools as necessary through:

1. Promoting an awareness of interculturalism in the school

2. Encouraging an awareness of the value of an ethos of inclusivity

3. Responding to calls for support in the face of critical issues.

Collaborative Working Practices

Collaborative working practices ensure that relevant supports outside those given by the VTST are in place within the school and educational welfare provision structure for Traveller children. In 2010, the VTST worked in partnership with the following key personnel at local level to plan, implement and evaluate action to support Travellers:

• Educational Welfare Officers

• Home School Community Liaison Scheme Co-ordinators

• School Completion Programme Co-ordinators

• Special Education Needs Organisers

• Members of the education support services

• Key personnel from statutory and voluntary agencies including Traveller organisations

• POBAL, NEPS, Local Partnerships, Childcare Committees, Early Childhood Co-ordinators

• Members of the Inspectorate.

Among the key partners at national level that the VTST worked with in 2010 were:

• Directors of Access Programmes

• Educational Disadvantage Committee

• Pre-service and In-service provision

• National Council for Curriculum and Assessment (NCCA)

• Further Education and Training Awards Council (FETAC)

• Curriculum Development Unit (CDU)

• Early Childhood Education Centre

• National Council for Special Education (NCSE)

• National Educational Psychological Service (NEPS).

Review of 2010 - Our ServiceThe Visiting Teacher Service for Travellers

The Board

The Board of the NEWB was established under the Education (Welfare) Act, 2000 and comprises a Chairperson and 12 ordinary members, including the CEO. The Board members are appointed by the Minister for Education and Skills following consultation with Departments and bodies prescribed in the Act as having a special interest and expertise in matters that relate to the functions of the Board and represent children, young people, families, schools and education partners. The Board members are detailed on page 5.

The role of Board of the NEWB is to provide strategic leadership, direction, support and guidance for the organisation and promote commitment to its core values, policies and objectives. As the governing body, the Board is also responsible for ensuring effective systems of internal control, statutory and operational compliance and risk management.

A key focus for the Board in 2010 was the integration of services within the Board and its expanded remit. The Board met 17 times during 2010.

Board sub-committees are established to oversee certain governance and strategic activities of the Board. In 2010, there were three Board sub-committees as follows:

1. Integration Steering Group

The Integration Steering Group was established in 2009 as a key component of the governance structures for the Integration Project. Their Terms of Reference were to oversee, monitor and support the implementation of the Minister’s policy decision and the development of a single strategic approach to attendance, retention and participation by NEWB; and to provide advice to the Board on these and related matters. The Steering Group membership comprises 6 Board members and the CEO, and was chaired by Sr Eileen Randles. The sub-committee met 11 times during 2010.

The Integration Project represents a significant change programme, involving a sizable body of work and which highlights challenges that require strong leadership and sufficient management resources.

The Steering Group is advised by an external consultant (who was appointed to the Board following a public tendering process). The Integration Project consultant provides both project management and change management advice, as well as providing expertise for the development of the integrated service through all stages of planning, development and implementation.

The NEWB is committed to building organisational capacity and supporting staff to deliver a quality service, in line with its Strategic Plan 2010 – 2011, Every Child Counts.

Review of 2010

Organisational Information



2. Audit and Risk Committee

A. Review and Development of Risk Management Framework

In 2009, the Board, with the assistance of external expertise, commenced a consultative process of reviewing and developing a risk management framework for the NEWB in compliance with the requirements of the Code of Practice for the Governance of State Bodies.

Phase 1 of the project was completed in 2010 with the adoption of a risk register and policy for the NEWB, the appointment of a Chief Risk Officer and the extension of the Audit Committee’s remit to include risk. Phase 2 will involve the development of functional risk registers for each corporate area and the ongoing development of a practice model for the EWS.

B. Internal Audit Programme

Further to a tender process carried out by the Educational Shared Services Group, Deloitte was appointed to provide internal audit services to the NEWB. During 2010, the Audit and Risk Committee commissioned a number of audits and monitored progress on previous audit recommendations. The following audits were completed in 2010:

• Internal Financial Controls Review

• Travel and Subsistence

• Governance

• Data Collection and Analysis Operational Review.

Overall it was noted that the NEWB has implemented processes and control arrangements that have contributed to a transparent and accountable governance process. A number of recommendations were made through the course of the audits and the priority items have been included in NEWB’s business plan for 2011. A key project in this regard is the review and development of a data protection management system.

C. External Audit Work Programme 2010

The Comptroller and Auditor General’s external audit on the NEWB’s Internal Financial Control Environment was completed in 2010 and incorporated in the NEWB’s Annual Report.

The C&AG concluded a Value for Money audit on monitoring school attendance and this is referred to on page 10 of this report.

D. Audit Committee Evaluation

The evaluation of the Audit Committee which commenced in 2009 was completed in 2010 and concluded that the function and operation of the Audit and Risk Management Committee meet the key requirements of the Code of Practice for the Governance of State Bodies (2009) and the Report of the Working Group on the Accountability of Secretaries General and Accounting Officers (the “Mullarkey” report). The Audit Committee Charter was reviewed to include the remit of risk management and approved by the Board.

3. Resource Monitoring Committee

In March 2009, the Government announced a recruitment and promotion moratorium in respect of the civil and public service. The impact of this policy has resulted in the NEWB carrying a high vacancy rate. In accordance with the Board risk management process and in order to minimise the consequences for vulnerable children, the reputational risk for the organisation and to provide clarity to stakeholders regarding available service, the Board established a resource monitoring subcommittee in November 2010. The sub-committee has responsibility to provide oversight for the Board regarding the impact of resourcing on service delivery in the Educational Welfare Service. The Resource Monitoring Committee comprises three serving Board members and the CEO, and is chaired by Ms. Michele Clear.

Shared Services

Further to the OECD’s review of the Irish Public Service – ‘Towards an Integrated Public Service’ and the subsequent Task Force Report – ‘Transforming Public Services’, the NEWB actively sought opportunities to participate in shared services initiatives in the areas of services and systems.

One of the core objectives of the NEWB’s strategic plan is to seek out and avail of shared services opportunities within the public sector as a means for the organisation to reduce costs and provide the organisation with services and systems that would otherwise not be available on a cost efficient basis to an organisation of the NEWB’s size. In 2008, the NEWB commenced this process with the assistance of the Centre for Management and Organisational Development (CMOD) in the Department of Finance and installed the Human Resources Management System, ‘Peoplesoft’.

Financial Management

In late 2010, the NEWB commenced the installation of the JD Edwards Department of Finance financial package. The installation of this system by the NEWB provides the

Review of 2010 - Organisational Information






organisation with access to enterprise resource planning financial information systems at reduced cost because the system is shared, procured and maintained by a larger organisation within the public sector.

Further to a cost-benefit analysis, the NEWB installed payroll and travel & subsistence systems, both of which have resulted in direct and indirect cost savings to the organisation.

IT Infrastructure and Disaster Recovery

The NEWB has hosted its main applications in the Local Government Services Board for some time and in 2010, the NEWB commenced a project to virtualise and host its IT infrastructure and disaster recovery in the Revenue Commissioner’s Data Centre. IT hardware, software and licenses will be purchased through existing framework agreements or through contracts in other Government Departments.

Procurement

The NEWB is a member of the Educational Agencies Shared Services Group which has jointly procured a number of services in the areas of printing and auditing, thus availing of bulk purchasing at reduced cost. The organisation also avails of Government framework agreements to purchase IT, telephony and stationery items.

Facilities

Where possible, the NEWB locates offices with other public sector organisations. In terms of education, this is particularly beneficial. When co-located with personnel from NEPS, NCSE or the Inspectorate, there is automatic and ongoing collaboration that is mutually supportive.

Staffing

Moratorium on Recruitment

In March 2009, the Government announced a recruitment and promotion moratorium in respect of the civil and public service. This provided for a complete embargo on filling posts, including vacancies created by leave arrangements, such as maternity or illness. This environment places additional pressures on the NEWB to meet the Board’s statutory remit.

Furthermore, in May 2009, the Government ordered a substantial change to the composition of the National Educational Welfare Board by announcing that the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP) and the Visiting Teacher Service for Travellers (VTST) would be integrated with the NEWB. A Government budgetary decision was made in November 2010

to disband both the VTST service (40 teachers) and DEIS rural co-ordinators (56 teachers).

Under the plan, teachers will be redeployed in accordance with the terms of redeployment schemes. The remaining services of EWS, SCP and HSCL will now have to manage the additional workload arising from the withdrawal of these services and the impact of the wind-down of these service activities.

The approved staffing complement of the NEWB is 109 posts. In addition, two posts transferred from the SCP in 2010, giving a total complement of 111. At the end of 2010, the Board had 103 staff and nine vacancies.

Public Service Agreement 2010–2014

The purpose of the Public Service Agreement 2010-2014 is to ensure that the public service contributes to the return of economic growth and economic prosperity by building an integrated public service, which is more effective and focused on the needs of the citizen. In this context, there is an increased imperative on public bodies and public servants to increase flexibility and mobility to work together across sectoral, organisational and professional boundaries. The NEWB is well placed to deliver on this imperative as its core work supports and promotes collaborative work practice.

In accordance with Government policy on reducing public expenditure, the following amendments to pay were implemented:

• The general round pay increases under the terms of the Review and Transitional agreement due in 2009 were not paid

• A pension related deduction of an average of nearly 7% was applied to all the earning of all public servants

• A reduction in rates of pay and allowances took effect on 1 January 2010.

Also, a general moratorium on recruitment and promotion was applied to most of the public service, and incentivised early retirement and career break schemes were introduced.

There are specific commitments required under the agreement:

• A reduction in public service numbers and the implementation of an Employment Control Framework (ECF)

• Redeployment in the integrated public service

• Rationalising and reconfiguring the design and delivery of public services

• Improved performance and skills with promotion and incremental progression linked to performance, and the introduction of performance management systems where none exists

• Sectoral agreement, which provide for collaborative approaches at a local, sectoral or public service level, including cross sectoral redeployment

• Savings on public service pay

• The introduction of a new single pension scheme for all new entrants

• A performance verification body to assess the implementation of the agreement

• A mechanism to resolve disagreements

• A stable Industrial Relations climate.

Every public sector department/agency is required to submit progress reports on the implementation of the measures provided in the agreement.

Staff Training

• During 2010, all Educational Welfare Services staff were trained in the new supervision model and process, which was facilitated by three staff, one Regional Manager and two Senior Educational Welfare Officers

• A small number of Educational Welfare Services staff received home assessor training during 2010 and now participate in carrying out preliminary assessments

• Two Senior Educational Welfare Officers, a Regional Manager and two SCP and HSCL Regional Co-ordinators received intensive ‘Train-the-Trainer’ training with the Suzy Lumplugh Trust in relation to personal safety. It is envisaged that this personal safety training will now be delivered to all staff under the remit of the Board in 2011

• A number of staff received comprehensive training in Occupational First Aid with the Irish Red Cross. In addition, all staff are encouraged to attend training, seminars and briefings that are appropriate to their roles. Appropriate Continuing Professional Development is agreed at line management level and actively facilitated by the organisation. Staff are encouraged to avail of financial assistance to participate in further education and training. Staff may apply for a subvention which is contingent upon factors such as relevance, quality and level of accreditation, and where benefit is accrued to the organisation. Areas of further education funding in 2010 included, First Line Management, a doctorate in Education, a graduate diploma in Guidance and Counselling, and a BA in Social Science.

Family Friendly Working Policies

In accordance with Public Service policy, a Shorter Working Year Scheme was implemented in 2009, and will operate until 2012, when it will be reviewed at national level.

In addition, in March 2010, two NEWB schemes - a Shorter Working Week and a Flexible Working Day - were introduced on a pilot basis to assist staff combine employment with their family life and caring responsibilities outside of work. In developing these policies, the organisation has had to strike an appropriate balance between maintaining standards of service delivery and the need to support staff. Four staff are availing of the Shorter Working Week scheme and 58 staff have availed of flexible working. A review of these schemes will take place in 2011.

Review of Industrial Relations

In May 2009, it was agreed between IMPACT and the Board, to jointly engage the Labour Relations Advisory Service, to undertake a review of Industrial Relations.

A consultation process was undertaken by the Labour Relations Commissions (LRC) Advisory Service and it issued a set of recommendations in November 2009. It was proposed that the Advisory Service of the LRC facilitate, within an agreed timeframe, a joint management/IMPACT forum, representative of all management and staff. IMPACT and the NEWB accepted the recommendations.

A number of matters were recommended for immediate attention. These included dispute resolution, flexitime, communication and consultation and the development of an Industrial Relations protocol.

Communications

The Communications function of the NEWB supports all key aspects of the Board’s strategy and practices. The Communications function is responsible for responding to external enquires and is accountable for the management, direction and development of all communications activities, including, parliamentary and public affairs, media relations, publishing and publication management, and dissemination of information.

As an integral part of the corporate structure, the Communications function focuses on working externally with Government Departments and partners in education to identify and convey pertinent information and to pursue the most appropriate course of action. It also provides advice, develops strategies and helps inform and guide the decision-making process.

In 2010, a key role of the Communications function involved the development of a communications strategy around the integration of services within the NEWB. Additional on-going responsibilities of the Communications function include: internal communications to staff, website and intranet





management, facilitating change programmes, publications and event management.

The Communications function is committed to pursuing its engagement with stakeholders ensuring a two-way information exchange with them through a wide range of tools. Transparency and accessibility remain the central elements of the overall communications strategy.

Health & Safety

The NEWB is committed to complying with all aspects of the Safety, Health and Welfare at Work Act, 2005 and the Safety, Health and Welfare at Work Act (General Applications) Regulations, 2007, and has embedded a robust health and safety management system within the organisation. The Health and Safety management system roll-out continued in 2010 with the development of site-specific risk assessments and health and safety statements for each office across its network.

Freedom of Information

The Freedom of Information Acts, 1997 and 2003, apply to the National Educational Welfare Board. The Acts assert the right of members of the public to obtain access to official information to the greatest possible extent, consistent with public interest and the right to privacy of individuals. Freedom of Information legislation encourages openness and transparency and improves data management within organisations.

The Board received and responded to seven Freedom of Information requests in 2010. Three were granted and four were part-granted.

Customer Service

The NEWB Customer Charter Action Plan, which was developed by staff, ensures that the Board maintains a clear focus on the public we serve. The NEWB continued to implement its Customer Charter Action Plan, covering the period 2008-2010.


NEWB Report and Financial Statements

Board Address: 16-22 Green Street, Dublin 7

Members of the Board: Mr. Cathal Flynn (Chair) Ms. Clare Ryan (Appointed May 2011) Sr. Eileen Randles (Ceased March 2011) Ms. Aine Lynch (Ceased March 2011) Mr. Billy Sheehan (Ceased March 2011) Mr. Declan Dunne (Ceased March 2011) Ms. Catherine Hazlett (Ceased March 2011) Ms. Fionnuala Anderson (Ceased March 2011) Ms. Marie-Claire McAleer Mr. Pat McSitric Mr. Ruairi Gogan Ms. Michele Clear Ms. Sonja Croke (Ceased March 2011) Mr Don Myers (Appointed 4 March 2011) Mr Jack Keane (Appointed 4 March 2011) Ms Anne McDonnell (Appointed 4 March 2011) Ms Nuala Doherty (Ceased April 2011)

Chief Executive: Ms. Clare Ryan (3 May 2011)

Bank: Bank of Ireland, College Green, Dublin 2

Solicitors: Arthur Cox, Earlsfort Centre, Earlsfort Terrace, Dublin 2

Auditors: The Comptroller and Auditor General, Dublin Castle, Dublin 2

Website: www.newb.ie


Information


Section 33 Education (Welfare) Act 2000, requires the Members of the Board to prepare financial statements in such form as may be approved by the Minister for Education and Skills after consultation with the Minister for Finance. In preparing those financial statements, the Board is required to:

• Select suitable accounting policies and then apply them consistently;

• Make judgements and estimates that are reasonable and prudent;

• State whether applicable accounting standards have been followed, subject to any material departures disclosed and explained in the financial statements;

• Prepare the financial statements on the going concern basis unless it is inappropriate to presume that the Board will continue in operation.

The Board is responsible for keeping proper books of account, which disclose in a true and fair manner at any time the financial position of the Board and which enable it to ensure that the financial statements comply with Section 33 of the Act. The Board is also responsible for safeguarding the assets of the Board and for taking reasonable steps for the prevention and detection of fraud and other irregularities.

On behalf of the Board:

............................................................................................. .......................................................................................

Chairperson Member

.............................................................................................

Date


Statement of Responsibilities of the Board



I have audited the financial statements of the National Educational Welfare Board for the year ended 31 December 2010 under the Education (Welfare) Act, 2000. The financial statements, which have been prepared under the accounting policies set out therein, comprise Statement of Accounting Policies, the Income and Expenditure Account, the Statement of Total Recognised Gains and Losses, the Balance Sheet, the Cash Flow Statement and the related notes. The financial reporting framework that has been applied in their preparation is applicable law and Generally Accepted Accounting Practice in Ireland.

Responsibilities of the Board

The Board is responsible for the preparation of the financial statements, for ensuring that they give a true and fair view of the state of the Board’s affairs and of its income and expenditure, and for ensuring the regularity of transactions.

Responsibilities of the Comptroller and Auditor General

My responsibility is to audit the financial statements and report on them in accordance with applicable law.

My audit is conducted by reference to the special considerations which attach to State Bodies in relation to their management and operation.

My audit is carried out in accordance with the International Standards on Auditing (UK and Ireland) and in compliance with the Auditing Practices Board’s Ethical Standards for Auditors.

Scope of Audit of the Financial Statements

An audit involves obtaining evidence about the amounts and disclosures in the financial statements, sufficient to give reasonable assurance that the financial statements are free from material misstatement, whether caused by fraud or error. This includes an assessment of

• whether the accounting policies are appropriate to the Board’s circumstances, and have been consistently applied and adequately disclosed.

• the reasonableness of significant accounting estimates made in preparation of the Financial Statements, and

• the overall presentation of the financial statements.

I also seek to obtain evidence about the regularity of financial transactions in the course of the audit.

In addition, I read all the financial and non-financial information in the Annual Report to identify material inconsistencies with the

audited financial statements. If I become aware of any apparent material misstatements or inconsistencies I consider the implications for my report.

Opinion on the Financial Statement

In my opinion, the financial statements, which have been properly prepared in accordance with Generally Accepted Accounting Practice in Ireland, give a true and fair view of the statement of the Board’s affairs at 31 December 2010 and of its income and expenditure for the year then ended.

In my opinion, proper books of account have been kept by the Board. The financial statements are in agreement with the books of account.

Matters on which I Report by Exception

I report by exception if

• I have not received all the information and explanations I required for my audit, or

• my audit noted any material instance where moneys have not been applied for the purposes intended or where the transactions did not conform to the authorities governing them, or

• the information given in the Board’s Annual Report for the year for which the financial statements are prepared is not consistent with the financial statements, or

• the Statement on Internal Financial Controls does not reflect the Board’s compliance with the Code of Practice for the Governance of State Bodies, or

• I find there are other material matters relating to the manner in which public business has been conducted.

I have nothing to report in regard to those matters upon which reporting is by exception.

Andrew Harkness For and on behalf of the Comptroller and Auditor General 30 September 2011


Report of the Comptroller and Auditor General for presentation to the Houses of the Oireachtas



Responsibility for the System of Internal Financial Control

On behalf of the members of the National Educational Welfare Board we acknowledge our responsibility for ensuring that an effective system of internal financial control is maintained and operated.

The system can only provide reasonable, and not absolute, assurance that the assets are safeguarded, transactions authorised and properly recorded, and that material errors or other irregularities are either prevented or would be detected in a timely manner.

Key Control Procedures

The Board was established under the Education (Welfare) Act 2000 and commenced on 4 March 2002. Since then the Board has taken steps to ensure an appropriate control environment by:

• Clearly defining management responsibilities in a defined organisational structure with clear segregation of duties; and• Establishing formal procedures for reporting significant control failures and ensuring appropriate corrective action.

The system of internal financial control is based on a framework of monthly management information, administrative procedures including segregation of duties, authorisation limits and a documented procedures manual, and a system of delegation and accountability. In particular it includes:

• a comprehensive budgeting system with an annual budget, which is reviewed and agreed by the Board prior to presentation to the Department of Education and Skills;

• regular review by the Executive and the Board of periodic and annual financial reports which indicate financial performance against both budget and prior period;

• setting targets to measure financial and other performance;• clearly defined capital investment control guidelines;• formal project management disciplines.

The Board has an Audit Committee, which operates in accordance with the Framework Code of Best Practice set out in the Code of Practice for the Governance of State Bodies. Through the Audit Committee and with the sanction of the Board of the NEWB, an Internal Audit Services Provider was appointed in 2006. The work of Internal Audit Services Provider is informed by analysis of the risk to which the Board is exposed. The Audit Committee provides the Board of the NEWB with a report of internal audit activity on a regular basis. The report includes the Internal Audit Services Provider’s professional and independent opinion on the adequacy and effectiveness of the system of internal financial control.

The Board’s monitoring and review of the effectiveness of the system of internal financial control is informed by the work of the Audit Committee, the Internal Audit Services Provider, the executive management team who have responsibility for the development and maintenance of the financial control framework and comments made by the Comptroller and Auditor General in his management letter or other reports.

Annual Review of Controls

I can confirm that the Board conducted a review of the effectiveness of the system of internal financial controls in respect of the year ended 31 December 2010.


Statement on Internal Financial Control



Signed on behalf of the Board:

.............................................................................................

Chairperson National Educational Welfare Board

.............................................................................................

Date

NEWB Report and Financial Statements Statement on Internal Financial Control (continued)



1. General

The general functions of the Board are to ensure that each child attends a recognised school or otherwise receives a certain minimum education, and to assist in the formulation and implementation of policies and objectives of the Government for the time being concerning the education of children.

2. Basis of Accounting

The financial statements are prepared on the accruals basis of accounting in accordance with generally accepted accounting principles and under the historical cost convention and comply with the financial reporting standards of the Accounting Standards Board.

3. Accounting Period

The financial statements cover the year 1 January 2010 to 31 December 2010.

4. State Grants

State Grants shown in the Income and Expenditure Account reflect the amounts received by the Board from the Department of Education and Skills in respect of the year.

State Grants include funding for staff seconded from the Department of Education and Skills, which is withheld and paid direct by that Department.

5. Tangible Fixed Assets

Tangible fixed assets are stated at cost less accumulated depreciation. Depreciation is provided on a straight line basis at rates which are estimated to write down the value of the assets over their expected useful lives as follows:-

Furniture & fittings 4 years Office equipment 4 years Computer equipment 3 years Leased Premises * 10, 20 and 25 years

* Leased Premises include refurbishment which is being written off over the shorter of the period of the related lease or 10 years, and capitalised VAT on leases which is being written off over the 20 and 25 year periods of the related leases respectively.

6. Foreign Currencies

Monetary assets and liabilities denominated in foreign currencies are translated into Euro at the exchange rates ruling at the Balance Sheet date. Transactions in foreign currencies are translated into Euro at the exchange rates ruling at the dates of the underlying transactions. The resulting profits or losses are dealt with in the Income and Expenditure Account.

7. Leases

Rentals payable under operating leases are charged to the Income and Expenditure account on a straight line basis over the lease period.

8. Capital Account

The Capital Account represents the unamortised value of the income used to finance fixed assets.


Statement of Accounting Policies



9. Pensions

The Board operates a defined benefit pension scheme which is funded annually on a pay- as-you-go basis from monies received from the Department of Education and Skills. A defined benefit pension scheme is a pension plan that defines an amount of pension benefit to be provided, usually as a function of one or more factors such as age, years of service and basic pay.

Pension liabilities represent the present value of future pension benefits earned by staff at 31 December 2010. The pension liabilities are calculated annually by independent actuaries using the projected unit actuarial cost method. The pension liabilities are determined by discounting the estimated future cash outflows using interest rates of high quality corporate bonds that have terms to maturity approximating the terms of the related pension liabilities.

Deferred pension funding represents the corresponding asset to be recovered in future accounting periods from the Department of Education and Skills.

Pension costs reflect pension benefits earned by employees in the accounting period and are shown net of staff pension contributions which are refunded to the Department of Education and Skills in accordance with the Board’s financing arrangements. The pension costs comprise the current service cost, past service cost and the interest on the pension scheme liabilities. An amount corresponding to the pension costs is recognised as income to the extent that it is recoverable, and offset by grants received in the accounting period to discharge pension payments.

Actuarial gains or losses arising from changes in Actuarial assumptions and from experienced surpluses and deficits are recognised in the Statement of Total Recognised Gains and Losses and a corresponding adjustment is recognised in the amount recoverable from the Department of Education and Skills.

In accordance with the requirements of FRS 17 – Retirement Benefits, the Income and Expenditure Account, Statement of Total Recognised Gains and Losses and the Balance Sheet recognise pension transactions, movements and balances.

NEWB Report and Financial StatementsStatement of Accounting Policies (continued)



Notes 2010 2009 € €

Income

State Grants 1 8,360,558 9,244,713

Net Deferred Funding for Pensions 6 1,909,740 930,083

Transfer from / (to) Capital Account 10 28,604 58,580

10,298,902 10,233,376

Other Income 11,987 48,823

10,310,889 10,282,199

Expenditure 2 (10,228,204) (9,660,381)

(Deficit) / Surplus for the year 82,685 621,818

Accumulated Surplus at the 1 January 664,649 42,831

Accumulated Surplus at the 31 December 747,334 664,649

The Statement of Accounting Policies and Notes 1 to 18 form part of these financial statements.


....................................................................................... .................................................................................

Chairperson Chief Executive Officer

.......................................................................................

Date


Income and Expenditure Account for the Year Ended 31 December 2010



Notes 2010 2009 € €

Surplus / (Deficit) for the year 82,685 621,818

Experience (gains) / losses on pension scheme liabilities 6 (1,000,000) 3,415,000

Change in assumptions underlying the present value of pension scheme liabilities 6 3,766,000 587,000

Actuarial (Gains) / Losses on Pension Liabilities 2,766,000 4,002,000

Adjustment to Deferred Pension Funding 6 (2,766,000) (4,002,000)

Total Recognised Gains / (Losses) for the year 82,685 621,818



....................................................................................... .................................................................................


.......................................................................................

Date


Statement of Total Recognised Gains and Lossesfor the Year Ended 31 December 2010



Notes 2010 2009 € €

FIXED ASSETS

Tangible assets 7 405,979 434,583

CURRENT ASSETS

Debtors & Prepayments 8 136,112 76,864

Cash at Bank and in Hand 1,533,022 1,448,688

Total Current Assets 1,669,134 1,525,552

CREDITORS (amounts falling due within one year) 9 (921,800) (860,903)

NET CURRENT ASSETS 747,334 664,649

Total Assets less Current Liabilities

Before Pensions 1,153,313 1,099,232

Deferred Funding Asset for Pensions 6 19,100,000 14,423,960

Pension Liabilities 6 (19,100,000) (14,423,960)

1,153,313 1,099,232

FINANCED BY

Capital Account 10 405,979 434,583

Accumulated Excess Income over Expenditure 747,334 664,649

1,153,313 1,099,232



....................................................................................... .................................................................................


.......................................................................................

Date


Balance Sheet as at 31 December 2010



Notes 2010 2009 € €

Surplus / (Deficit) for the year 82,685 621,818

Movement on Capital Account 10 (28,604) (58,580)

Depreciation 7 69,336 71,059

(Profit) / Loss on Disposal of Fixed Assets (500) 11,302

Interest Earned (4,260) (4,083)

(Increase) / Decrease in Debtors (56,068) 11,872

Increase / (Decrease) in Creditors 60,897 (304,184)

Net Cash Inflow / (Outflow) from Operating Activities 123,486 349,204

CASH FLOW STATEMENT

Net Cash Inflow / (Outflow) from Operating Activities 123,486 349,204

Receipts from Sale of Fixed Assets 500 100

Returns on Investment and Servicing of Finance Interest Received 1,080 1,143

Capital Expenditure Payments to acquire fixed assets 7 (40,732) (23,881)

(Decrease) / Increase in Cash 84,334 326,566

The Statement of Accounting Policies and notes 1 to 18 form part of these financial statements.


....................................................................................... .................................................................................


.......................................................................................

Date

Reconciliation of operating surplus / (deficit) to net cash inflow / (outflow) from operating activities


Cash Flow Statement for the Year Ended 31 December 2010



1. INCOME 2010 2009 € €

State Grants paid by the Department of Education and Skills 8,695,000 9,630,000

Refund of Employees’ Pension Contributions (334,442) (385,287)

8,360,558 9,244,713

The State grants above include funding in respect of the salary of the Chief Executive, who was seconded from the Department of Education and Skills until June 2010, which was withheld and paid directly by that Department.

2. EXPENDITURE 2010 2009 € €

Chairperson’s Fees (Note 3) 5,000 10,000

Wages, Salaries & Pension Costs (Notes 3 & 6) 7,535,381 7,248,314

Training, Travel & Subsistence Expenses (Note 5) 365,131 449,869

Meeting Expenses 5,884 5,285

Recruitment & Organisational Support Expenses 18,410 10,336

Rent & Rates 712,172 686,121

Utilities 42,446 44,920

Repairs, Maintenance & Service Charges 261,291 218,675

Insurance 11,470 11,495

General Expenses 513 70

Telephone & Telecommunications 161,355 165,471

Information Technology 164,843 109,228

Printing, Postage and Stationery 85,564 125,470

Translators and Interpreters 4,112 3,162

Publications and Promotion 44,776 56,826

Professional Fees 730,210 421,278

Audit Fee 10,810 11,500

Loss / (Profit) on Disposal of Fixed Assets (500) 11,302

Depreciation 69,336 71,059

Total Expenditure 10,228,204 9,660,381


Notes to the Financial Statements for the Year Ended 31 December 2010


3. WAGES AND SALARIES

Chairperson’s Fees €5,000 per annum. 2009 fees relates to 2 year period from 4 April 2007 to 3 April 2009.

Wages, Salaries & Pension Costs 2010 2009 € €

Gross Salaries 5,161,269 5,790,892

Employer PRSI 392,586 424,752

Pension Costs (Note 6) 1,865,558 949,000

7,419,413 7,164,644

Other Temporary Staff Costs 115,968 83,670

7,535,381 7,248,314

Pension levy paid to the DES. 324,724 297,285

Note: 2009 Pension levy figure amended to reflect final payment of pension levy for 2009. The average number of persons employed by the Board during the year was 101 (2009 - 102), including staff seconded from the Department of Education and Skills.

4. CEO SALARY

The Chief Executive Officer’s Former CEO Acting CEO Total Total salary was as follows: 1/1/10 - 18/6/10 21/6/10 - 31/12/10 2010 2009 € € € €

Basic Salary 46,981 55,523 102,504 107,114

Directors Allowance 6,764 6,764

Acting Up Allowance 18,922 1,827 20,749 43,078

Employer Pension Costs 7,827 7,827 17,845

73,730 64,114 137,844 168,037

The CEO’s pension entitlements are the standard entitlements in the model public sector defined benefit superannuation scheme.

5. BOARD MEMBERS EXPENSES

Training, Travel & Subsistence expenses of €365,131 include 2010 2009 Travel & Subsistence paid to Board members as follows: € €

Cathal Flynn 6,576 3,796

Eddie Ward (CEO to June 2010) 691 1,097

Sr. Eileen Randles 342 99

7,609 4,992

NEWB Report and Financial StatementsNotes to the Financial Statements for the Year Ended 31 December 2010 (continued)


6. PENSION COSTS

a) Analysis of pension costs charged to Expenditure 2010 2009 €’000 €’000

Current Service cost 1,400 774

Interest on pension scheme liabilities 800 560

Employee contributions (334) (385)

1,866 949

b) Movement in Net Pension Liabilities during the year 2010 2009 €’000 €’000

Pension liabilities at 1 January 14,424 9,492

Current service cost 1,400 774

Interest cost on pension scheme liabilities 800 560

Actuarial (gains) / losses 2,766 4,002

Pensions paid during the year (290) (404)

Pension liabilities at 31 December 19,100 14,424

c) Deferred funding asset for pensions

The Board recognises amounts owing from the State for the unfunded deferred liability for pensions on the basis of a number of past events. These events include the statutory backing for the superannuation scheme and the policy and practice in relation to funding public service pensions including the Annual Estimates process. The Board has no evidence that this funding policy will not continue to progressively meet this amount in accordance with current practice.

The Net Deferred Funding for Pensions recognised in Income and Expenditure Account was as follows:

2010 2009 €’000 €’000

Funding recoverable in respect of current year Pension costs 2,200 1,334

State grant applied to pay pensions (290) (404)

1,910 930

The deferred funding asset for pensions as at 31 December 2010 amounted to €19,100,000 (2009 - €14,423,960).




6. PENSION COSTS (continued)

d) History of defined benefit obligations 2010 2009 2008 2007 €’000 €’000 €’000 €’000

Defined Benefit Obligation 19,100 14,424 9,492 8,287

Experience (gains) / losses on liabilities:

Amount (1,000) 3,415 2,123 (97)

Percentage of scheme’s liabilities at year end (5%) 23.7% 22.4% (1.2%)

The cumulative actuarial loss recognised in the Statement of Total Recognised Gains and Losses amounts to €4,918,000.

e) General Description of the Scheme

The pension scheme is a defined benefit final salary pension arrangement with benefits and contributions defined by reference to current “model” public sector scheme regulations. The scheme provides a pension (eightieths per year of service), a gratuity or lump sum (three eightieths per year of service) and spouse’s and children’s pensions. Normal Retirement Age is a member’s 65th birthday, and pre-2004 members have an entitlement to retire without actuarial reduction from age 60. Pensions in payment (and deferment) normally increase in line with general public sector salary inflation.

The principal actuarial assumptions were as follows:

2010 2009

Discount rate for liabilities of the scheme 5.50% 5.50%

Rate of increase in salaries 4.00% 3.50%

Rate of increase in pensions in payment 4.00% 3.00%

Rate of increase in pensions in deferment 4.00% 3.00%

Inflation rate 2.00% 2.25%

The mortality basis adopted allows for improvements in life expectancy over time, so that life expectancy at retirement will depend on the year in which a member attains retirement age (age 65). The table below shows the life expectancy for members attaining age 65:

Year of attaining age 65 2010 2009

Life expectancy – male 87 86.5

Life expectancy – female 90 89.5




7. FIXED ASSETS

Leased Office Furniture Computer Premises Equipment & Fittings Equipment Total Cost € € € € €

At 1 January 588,139 216,198 316,770 504,917 1,626,024

Additions – 16,128 1,906 22,698 40,732

Disposals – – (2,952) – (2,952)

At 31 December 588,139 232,326 315,724 527,615 1,663,804

Accumulated Depreciation

At 1 January (202,412) (211,777) (304,282) (472,970) (1,191,441)

Disposals – – 2,952 – 2,952

Charge for the year (36,591) (6,510) (7,965) (18,270) (69,336)

At 31 December (239,003) (218,287) (309,295) (491,240) (1,257,825)

Net Book Value

At 31 December 2010 349,136 14,039 6,429 36,375 405,979

At 31 December 2009 385,727 4,421 12,488 31,947 434,583

8. DEBTORS & PREPAYMENTS

Amounts falling due within one year 2010 2009 € €

Prepayments and deposits 136,112 76,864

9. CREDITORS

Amounts falling due within one year 2010 2009 € €

Trade Creditors 381,968 382,323

PAYE / PRSI & Income Levy 109,933 122,705

Salaries Deductions 7,384 28,196

Pension Deductions – –

Accruals 422,515 327,679

921,800 860,903




10. CAPITAL ACCOUNT

2010 2009 € €

Opening Balance 434,583 493,163

Income used to acquire Fixed Assets 40,732 23,881

Amount released on disposal of Fixed Assets – (11,402)

Amortisation in line with asset depreciation (69,336) (71,059)

Transfer to Income and Expenditure Account (28,604) (58,580)

Closing Balance 405,979 434,583

11. ANALYSIS OF CHANGES IN CASH AND BANK

2010 2009 € €

Cash at Bank and In Hand at 31 December 1,533,022 1,448,688

Cash at Bank and In Hand at 1 January 1,448,688 1,122,122

Change in the year 84,334 326,566

12. LATE PAYMENTS

The Board is aware of its responsibilities under the Late Payments Legislation and has established appropriate procedures and processes to ensure that payments are made in accordance with the legislation. No late payment interest was paid by the National Educational Welfare Board during the year.

13. CONTINGENT LIABILITY

There are 124 legal proceedings (2009 – 104) ensuing from the Education (Welfare) Act, 2000. The amounts of the liabilities, if any, cannot yet be determined. The legal expenses of the Board in relation to these cases are recognised as they arise and no provision has been made for future costs or possible future recoveries in the case of proceedings initiated before the balance sheet date.




14. OPERATING LEASE COMMITMENTS

At 31 December 2010, the National Educational Welfare Board was committed to making payments during 2011 under operating leases which expire –

2010 2009 € €

- within one year 5,500 27,774

- between two and five years 60,553 60,553

- after five years 398,096 398,096

Total committed operating lease payments 464,149 486,423

All operating leases are in relation to land and buildings. The leases on Head Office run for a 25 year period, subject to five year reviews.

The total operating lease rentals charged in the Income and Expenditure Account for 2010 was €712,691 (2009 - €706,292) and includes payments to the OPW and other Government bodies.

15. PREMISES

The NEWB occupied 31 offices in 2010. 20 offices were located in premises of the OPW and other Government bodies. The remaining 11 offices were leased. The period of the lease for Head Office, Green St. is 25 years and terminates in 2028. Due to the moratorium on staff recruitment, there was one vacant office rented in 2010 at a cost of €12,342.

16. RELATED PARTY TRANSACTIONS

In the normal course of business, the National Educational Welfare Board may enter into contractual arrangements with undertakings in which Board members are employed or otherwise interested. The Board adopts procedures in accordance with the Department of Finance’s Code of Practice for the Governance of State Bodies, the Ethics in Public Office Act 1995 and the Standards in Public Office Act 2001, in relation to the disclosure of interests of Board members. These procedures have been adhered to by Board members and the Board during the year. No such transactions occurred during the year.

17. POST BALANCE SHEET EVENTS

No circumstances have arisen or events occurred, between the balance sheet date and the date of approval of these financial statements by the Board, which would require adjustment or disclosure in the financial statements.

18. APPROVAL OF FINANCIAL STATEMENTS

The financial statements were approved by the Board on 27 September 2011.



14. CEANGLAIS LÉASA OIBRIÚCHÁIN

Ag 31 Nollaig 2010, An Bord Náisiúnta Leasa Oideachais faoi cheangal íocaíochtaí a dhéanamh le linn 2011 faoi léasanna oibriúcháin a éagfaidh –

2010 2009 € €

- laistigh de bhliain amháin 5,500 27,774

- idir dhá bhliain agus cúig bliana 60,553 60,553

- tar éis cúig bliana 398,096 398,096

Iomlán na n-íocaíochtaí léasa oibriúcháin atá de cheangal a íoc 464,149 486,423

Baineann gach léas oibriúcháin le tailte agus foirgnimh. Is ar feadh tréimhse 25 bliain na léasanna ar an gCeannoifig, faoi réir athbhreithnithe cúig bliana.

B’ionann an t-iomlán do léasanna oibriúcháin arna gcur de mhuirear an Chuntais Ioncaim agus Caiteachais don bhliain 2010 agus €712,691 (2009 - €706,292) agus áiríonn sé íocaíochtaí leis an OOP agus le comhlachtaí Rialtais eile.

15. ÁITRIBH

D’áitigh an BNLO 31 oifig le linn 2010. Bhí 20 oifig suite in áitribh de chuid OOP agus foras Rialtais eile. Bhí na 11 oifig eile ar léas. An tréimhse leasa don Cheannoifig, Sráid na Faiche, ná 25 bliain agus tagann deireadh leis sa bhliain 2028. Toisc moratóir a bheith ar earcú foirne, bhí oifig amháin folamh ar cíos le linn 2010 ar chostas €12,342.

16. IDIRBHEARTA PÁIRTITHE BAINTEACHA

I ngnáthchúrsaí gnó, féadfaidh An Bord Náisiúnta Leasa Oideachais dul i socruithe agus i ngnóthais chonartha ina bhfuil baill an Bhoird fostaithe nó a bhfuil leas eile acu iontu. Tá gnáthaimh ag an mBord de réir Chód Cleachtais do Chomhlachtaí Stáit de chuid na Roinne Airgeadais, de réir an Achta um Eitic in Oifigí Poiblí 1995 agus de réir an Achta um Chaighdeáin in Oifigí Poiblí 2001, i ndáil le faisnéisiú leasa bhaill an Bhoird. Chloígh baill an Bhoird agus an Bord leis na gnáthaimh seo le linn na bliana. Níor tharla aon idirbheart dá leithéid i rith na bliana.

17. IMEACHTAÍ IARCHLÁR COMHARDAITHE

Níor tharla aon chúinsí ná imeachtaí ó thaobh an Bhoird de, idir dáta an chláir chomhardaithe agus dáta fhaomhadh na ráiteas airgeadais seo, a éileodh coigeartú nó faisnéisiú sna ráitis airgeadais.

18. FAOMHADH NA RÁITEAS AIRGEADAIS

D’fhaomh an Bord na ráitis airgeadais seo ar an 27 Meán Fómhair 2011 .

Tuarascáil agus Ráitis Airgeadais an BNLONótaí ag Gabháil leis na Ráitis Airgeadais don Bhliain dar Chríoch 31 Nollaig 2010 (ar lean)

An Bord Náisiúnta Leasa Oideachais 46 Tuarascáil Bhliantúil 2010

10. CUNTAS CAIPITIL

2010 2009 € €

Iarmhéid Tosaigh 434,583 493,163

Ioncam arna úsáid chun Sócmhainní Seasta a fháil 40,732 23,881

Méid scaoilte ar dhiúscairt Sócmhainní Seasta – (11,402)

Amúchadh ag teacht le dímheas sócmhainne (69,336) (71,059)

Aistriú chuig Cuntas Ioncaim agus Caiteachais (28,604) (58,580)

Iarmhéid Deiridh 405,979 434,583

11. ANAILÍS AR ATHRUITHE IN AIRGEAD TIRIM AGUS SA BHANC

2010 2009 € €

Airgead sa Bhanc agus ar Láimh ag 31 Nollaig 1,533,022 1,448,688

Airgead sa Bhanc agus ar Láimh ag 1 Eanáir 1,448,688 1,122,122

Athrú sa bhliain 84,334 326,566

12. ÍOCAÍOCHTAÍ DÉANACHA

Ta an Bord in iúl ar a fhreagrachtaí faoi Reachtaíocht a bhaineann le hÍocaíochtaí Déanacha agus tá gnáthaimh agus próisis bhunaithe iomchuí aige chun a chinntiú go ndéantar íocaíochtaí de réir na reachtaíochta. Níor íoc an Bord Náisiúnta Leasa Oideachais aon ús déanach le linn na bliana.

13. DLITEANAS TEAGMHASACH

Tá 124 imeacht dlí (2009 – 104) ann arna dtarlú faoin Acht Oideachais (Leas) 2000. Ní féidir suimeanna na ndliteanas a mheas, más ann dóibh, go fóill. Aithnítear speansais dhlíthiúla an Bhoird i ndáil leis na cásanna seo de réir mar a thagann siad chun cinn agus ní dhearnadh aon soláthar do chostais sa todhchaí nó airgead a d’fhéadfaí a aisghabháil amach anseo i gcás go dtionscnófar imeachtaí roimh dháta an chláir chomhardaithe.


7. SÓCMHAINNÍ SEASTA

Áitribh Trealamh Troscán Trealamh ar Léas Oifige & Feistis Ríomhaireachta Iomlán Costas € € € € €

Ag 1 Eanáir 588,139 216,198 316,770 504,917 1,626,024

Breiseanna – 16,128 1,906 22,698 40,732

Diúscairtí – – (2,952) – (2,952)

Ag 31 Nollaig 588,139 232,326 315,724 527,615 1,663,804

Dímheas Carntha

Ag 1 Eanáir (202,412) (211,777) (304,282) (472,970) (1,191,441)

Diúscairtí – – 2,952 – 2,952

Muirear don bhliain (36,591) (6,510) (7,965) (18,270) (69,336)

Ag 31 Nollaig (239,003) (218,287) (309,295) (491,240) (1,257,825)

Glanluach Leabhar

Ag 31 Nollaig 2010 349,136 14,039 6,429 36,375 405,979

Ag 31 Nollaig 2009 385,727 4,421 12,488 31,947 434,583

8. FÉICHIÚNAITHE & RÉAMHÍOCAÍOCHTAÍ

Suimeanna dlite laistigh de bhliain 2010 2009 € €

Réamhíocaíochtaí agus éarlaisí 136,112 76,864

9. CREIDIÚNAITHE


Creidiúnaithe Trádála 381,968 382,323

ÍMAT / ÁSPC 109,933 122,705

Asbhaintí Tuarastail 7,384 28,196

Asbhaintí Pinsin – –

Fabhruithe 422,515 327,679

921,800 860,903


An Bord Náisiúnta Leasa Oideachais Tuarascáil Bhliantúil 2010 45


10. CUNTAS CAIPITIL

2010 2009 € €

Iarmhéid Tosaigh 434,583 493,163

Ioncam arna úsáid chun Sócmhainní Seasta a fháil 40,732 23,881

Méid scaoilte ar dhiúscairt Sócmhainní Seasta – (11,402)

Amúchadh ag teacht le dímheas sócmhainne (69,336) (71,059)

Aistriú chuig Cuntas Ioncaim agus Caiteachais (28,604) (58,580)

Iarmhéid Deiridh 405,979 434,583

11. ANAILÍS AR ATHRUITHE IN AIRGEAD TIRIM AGUS SA BHANC

2010 2009 € €

Airgead sa Bhanc agus ar Láimh ag 31 Nollaig 1,533,022 1,448,688

Airgead sa Bhanc agus ar Láimh ag 1 Eanáir 1,448,688 1,122,122

Athrú sa bhliain 84,334 326,566

12. ÍOCAÍOCHTAÍ DÉANACHA

Ta an Bord in iúl ar a fhreagrachtaí faoi Reachtaíocht a bhaineann le hÍocaíochtaí Déanacha agus tá gnáthaimh agus próisis bhunaithe iomchuí aige chun a chinntiú go ndéantar íocaíochtaí de réir na reachtaíochta. Níor íoc an Bord Náisiúnta Leasa Oideachais aon ús déanach le linn na bliana.

13. DLITEANAS TEAGMHASACH

Tá 124 imeacht dlí (2009 – 104) ann arna dtarlú faoin Acht Oideachais (Leas) 2000. Ní féidir suimeanna na ndliteanas a mheas, más ann dóibh, go fóill. Aithnítear speansais dhlíthiúla an Bhoird i ndáil leis na cásanna seo de réir mar a thagann siad chun cinn agus ní dhearnadh aon soláthar do chostais sa todhchaí nó airgead a d’fhéadfaí a aisghabháil amach anseo i gcás go dtionscnófar imeachtaí roimh dháta an chláir chomhardaithe.


7. SÓCMHAINNÍ SEASTA

Áitribh Trealamh Troscán Trealamh ar Léas Oifige & Feistis Ríomhaireachta Iomlán Costas € € € € €

Ag 1 Eanáir 588,139 216,198 316,770 504,917 1,626,024

Breiseanna – 16,128 1,906 22,698 40,732

Diúscairtí – – (2,952) – (2,952)

Ag 31 Nollaig 588,139 232,326 315,724 527,615 1,663,804

Dímheas Carntha

Ag 1 Eanáir (202,412) (211,777) (304,282) (472,970) (1,191,441)

Diúscairtí – – 2,952 – 2,952

Muirear don bhliain (36,591) (6,510) (7,965) (18,270) (69,336)

Ag 31 Nollaig (239,003) (218,287) (309,295) (491,240) (1,257,825)

Glanluach Leabhar

Ag 31 Nollaig 2010 349,136 14,039 6,429 36,375 405,979

Ag 31 Nollaig 2009 385,727 4,421 12,488 31,947 434,583

8. FÉICHIÚNAITHE & RÉAMHÍOCAÍOCHTAÍ


Réamhíocaíochtaí agus éarlaisí 136,112 76,864

9. CREIDIÚNAITHE


Creidiúnaithe Trádála 381,968 382,323

ÍMAT / ÁSPC 109,933 122,705

Asbhaintí Tuarastail 7,384 28,196

Asbhaintí Pinsin – –

Fabhruithe 422,515 327,679

921,800 860,903




6. COSTAIS PHINSIN

a) Anailís ar chostais phinsin curtha de mhuirear Caiteachais 2010 2009 €’000 €’000

Costas Seirbhíse Reatha 1,400 774

Ús ar dhliteanais na Scéime Pinsin 800 560

Ranníocaíochtaí an Fhostaí (334) (385)

1,866 949

b) Gluaiseacht ar Ghlandliteanais Pinsin le linn na bliana 2010 2009 €’000 €’000

Dliteanais Phinsin ag 1 Eanáir 14,424 9,492

Costas seirbhíse reatha 1,400 774

Costas úis ar dhliteanais na scéime pinsin 800 560

(Gnóthachain) / caillteanais achtúireacha 2,766 4,002

Pinsin íoctha le linn na bliana (290) (404)

Dliteanais phinsin ag 31 Nollaig 19,100 14,424

c) Sócmhainn mhaoiniúcháin iarchurtha le haghaidh pinsin

Aithníonn an Bord suimeanna atá dlite don Stát le haghaidh dliteanais iarchurtha do phinsin ar bhonn roinnt imeachtaí atá tarlaithe. Áirítear i measc na n-imeachtaí sin tacaíocht reachtúil don scéim aoisliúntais agus polasaí agus cleachtas i ndáil le maoiniú phinsin na seirbhíse poiblí lena n-áirítear an próiseas Meastachán Bliantúil. Níl aon fhianaise ag an mBord go leanfaidh an polasaí maoiniúcháin ag freastal go forásach ar an tsuim seo de réir an chleachtais reatha.

Bhí an Glanmhaoiniú Iarchurtha do Phinsin arna aithint in Ioncam agus Caiteachas mar seo a leanas:

2010 2009 €’000 €’000

Maoiniú in-aisghabhála i ndáil le costais Phinsin na bliana reatha 2,200 1,334

Deontas stáit arna fheidhmiú chun íoc as pinsin (290) (404)

1,910 930

B’ionann an tsócmhainn mhaoiniúcháin iarchurtha do phinsin amhail ag 31 Nollaig 2010 agus €19,100,000 (2009 - €14,423,960).

6. COSTAIS PHINSIN (ar lean)

d) Stair na ndualgas sochair shainithe 2010 2009 2008 2007 €’000 €’000 €’000 €’000

Dualgas Sochair Shainithe 19,100 14,424 9,492 8,287

(Gnóthachain) / caillteanais taithí ar dhliteanais:

Méid (1,000) 3,415 2,123 (97)

Céatadán dhliteanais na scéime ag deireadh na bliana (5%) 23.7% 22.4% (1.2%)

Is ionann an caillteanas carntha achtúireach sa Ráiteas faoi Ghnóthachain agus Caillteanais Iomlána Aitheanta agus €4,918,000.

e) Cur Síos Ginearálta ar an Scéim

Is éard atá sa scéim phinsin ná socrú pinsin tuarastal deiridh de shochar sainithe le sochair agus ranníocaíochtaí arna sainiú ag tagairt do rialacháin scéime reatha “mhúnla” earnála poiblí. Forálann an scéim do phinsean (ochtóidí de bhliain seirbhíse), aisce nó cnapshuim (trí ochtóidí de bhliain seirbhíse) agus pinsin céilí agus leanaí. Is é 65 an ghnáthaois scoir, agus tá teidlíocht ag baill roimh 2004 dul ar scor gan laghdú achtúireach ó aois 60. I gcás pinsean atá á n-íoc (agus iarchurtha) méadaíonn siad de ghnáth ag teacht le boilsciú ginearálta thuarastal na hearnála poiblí.

Seo a leanas na príomhthoimhdí achtúireacha:

2010 2009

Ráta lascaine do dhliteanais na scéime 5.50% 5.50%

Ráta méadaithe i dtuarastail 4.00% 3.50%

Ráta méadaithe i bpinsin atá á n-íoc 4.00% 3.00%

Ráta méadaithe i bpinsin iarchurtha 4.00% 3.00%

Ráta boilscithe 2.00% 2.25%

Ceadaíonn an bunús mortlaíochta do fheabhsú ar ionchas saoil le caitheamh ama, ionas go mbeidh an t-ionchas saoil ag tráth an scoir ag brath ar an mbliain a bhaineann an ball amach aois scoir (aois 65.) Léiríonn an tábla thíos an t-ionchas saoil do bhaill ag baint amach 65:

Bliain bhaint amach 65 2010 2009

Ionchas Saoil – fireann 87 86.5

Ionchas Saoil – baineann 90 89.5





6. COSTAIS PHINSIN

a) Anailís ar chostais phinsin curtha de mhuirear Caiteachais 2010 2009 €’000 €’000

Costas Seirbhíse Reatha 1,400 774

Ús ar dhliteanais na Scéime Pinsin 800 560

Ranníocaíochtaí an Fhostaí (334) (385)

1,866 949

b) Gluaiseacht ar Ghlandliteanais Pinsin le linn na bliana 2010 2009 €’000 €’000

Dliteanais Phinsin ag 1 Eanáir 14,424 9,492

Costas seirbhíse reatha 1,400 774

Costas úis ar dhliteanais na scéime pinsin 800 560

(Gnóthachain) / caillteanais achtúireacha 2,766 4,002

Pinsin íoctha le linn na bliana (290) (404)

Dliteanais phinsin ag 31 Nollaig 19,100 14,424

c) Sócmhainn mhaoiniúcháin iarchurtha le haghaidh pinsin

Aithníonn an Bord suimeanna atá dlite don Stát le haghaidh dliteanais iarchurtha do phinsin ar bhonn roinnt imeachtaí atá tarlaithe. Áirítear i measc na n-imeachtaí sin tacaíocht reachtúil don scéim aoisliúntais agus polasaí agus cleachtas i ndáil le maoiniú phinsin na seirbhíse poiblí lena n-áirítear an próiseas Meastachán Bliantúil. Níl aon fhianaise ag an mBord go leanfaidh an polasaí maoiniúcháin ag freastal go forásach ar an tsuim seo de réir an chleachtais reatha.

Bhí an Glanmhaoiniú Iarchurtha do Phinsin arna aithint in Ioncam agus Caiteachas mar seo a leanas:

2010 2009 €’000 €’000

Maoiniú in-aisghabhála i ndáil le costais Phinsin na bliana reatha 2,200 1,334

Deontas stáit arna fheidhmiú chun íoc as pinsin (290) (404)

1,910 930

B’ionann an tsócmhainn mhaoiniúcháin iarchurtha do phinsin amhail ag 31 Nollaig 2010 agus €19,100,000 (2009 - €14,423,960).

6. COSTAIS PHINSIN (ar lean)

d) Stair na ndualgas sochair shainithe 2010 2009 2008 2007 €’000 €’000 €’000 €’000

Dualgas Sochair Shainithe 19,100 14,424 9,492 8,287

(Gnóthachain) / caillteanais taithí ar dhliteanais:

Méid (1,000) 3,415 2,123 (97)

Céatadán dhliteanais na scéime ag deireadh na bliana (5%) 23.7% 22.4% (1.2%)

Is ionann an caillteanas carntha achtúireach sa Ráiteas faoi Ghnóthachain agus Caillteanais Iomlána Aitheanta agus €4,918,000.

e) Cur Síos Ginearálta ar an Scéim

Is éard atá sa scéim phinsin ná socrú pinsin tuarastal deiridh de shochar sainithe le sochair agus ranníocaíochtaí arna sainiú ag tagairt do rialacháin scéime reatha “mhúnla” earnála poiblí. Forálann an scéim do phinsean (ochtóidí de bhliain seirbhíse), aisce nó cnapshuim (trí ochtóidí de bhliain seirbhíse) agus pinsin céilí agus leanaí. Is é 65 an ghnáthaois scoir, agus tá teidlíocht ag baill roimh 2004 dul ar scor gan laghdú achtúireach ó aois 60. I gcás pinsean atá á n-íoc (agus iarchurtha) méadaíonn siad de ghnáth ag teacht le boilsciú ginearálta thuarastal na hearnála poiblí.

Seo a leanas na príomhthoimhdí achtúireacha:

2010 2009

Ráta lascaine do dhliteanais na scéime 5.50% 5.50%

Ráta méadaithe i dtuarastail 4.00% 3.50%

Ráta méadaithe i bpinsin atá á n-íoc 4.00% 3.00%

Ráta méadaithe i bpinsin iarchurtha 4.00% 3.00%

Ráta boilscithe 2.00% 2.25%

Ceadaíonn an bunús mortlaíochta do fheabhsú ar ionchas saoil le caitheamh ama, ionas go mbeidh an t-ionchas saoil ag tráth an scoir ag brath ar an mbliain a bhaineann an ball amach aois scoir (aois 65.) Léiríonn an tábla thíos an t-ionchas saoil do bhaill ag baint amach 65:

Bliain bhaint amach 65 2010 2009

Ionchas Saoil – fireann 87 86.5

Ionchas Saoil – baineann 90 89.5





3. PÁ AGUS TUARASTAIL

Táillí an Chathaoirligh €5,000 sa bhliain. Baineann táillí 2009 le tréimhse 2 bhliain ó 4 Aibreán 2007 go 3 Aibreán 2009.

Pá, Tuarastail & Costais Phinsin 2010 2009 € €

Olltuarastail 5,161,269 5,790,892

ÁSPC an Fhostóra 392,586 424,752

Costais Phinsin (Nóta 6) 1,865,558 949,000

7,419,413 7,164,644

Costais Eile d’Fhoireann Shealadach 115,968 83,670

7,535,381 7,248,314

Tobhach Pinsin íoctha leis an ROS 324,724 297,285

Nóta Eolais: Leasaíodh an figiúr tobhaigh pinsin le haghaidh 2009 chun an íocaíocht dheireanach den tobhach pinsin le haghaidh 2009 a chur san áireamh. B’ionann meánlíon na ndaoine fostaithe ag an mBord le linn na bliana agus 101 (2009 - 102), lena n-áirítear foireann ar iasacht ón Roinn Oideachais agus Scileanna.

4. TUARASCAL AN PF

Seo a leanas mar Iar-PF PF Gníómhach Iomlán Iomlán sa bhí tuarastal an PF 1/1/10 - 18/6/10 21/6/10 - 31/12/10 2010 2009 € € € €

Bunphá 46,981 55,523 102,504 107,114

Stiúrthóir 6,764 6,764

Liúntas feidhmiú aníos 18,922 1,827 20,749 43,078

Costais Pinsean an Fhostóra 7,827 7,827 17,845

73,730 64,114 137,844 168,037

Teidlíochtaí pinsin an PF, is iad seo na teidlíochtaí caighdeánacha sa tsamhailscéim don earnáil phoiblí d’aoisliúntas le sochar sainithe.

5. SPEANSAIS BHAILL AN BHOIRD

Seo a leanas na speansais de €365,131 d’Oiliúint agus do 2010 2009 Thaisteal & Cothabháil íoctha le baill an Bhoird: € €

Cathal Flynn 6,576 3,796

Eddie Ward (PF go Meith. 2010) 691 1,097

An tSr. Eileen Randles 342 99

7,609 4,992




1. IONCAM 2010 2009 € €

Deontais Stáit íoctha ag an Roinn Oideachais agus Scileanna 8,695,000 9,630,000

Aisíoc Ranníocaíochtaí Pinsin na bhFostaithe (334,442) (385,287)

8,360,558 9,244,713

Áirítear i measc dheontais Stáit thuas maoiniú i ndáil le tuarastal an Phríomhfheidhmeannaigh, a bhí ar iasacht ón Roinn Oideachais agus Scileanna go dtí Meitheamh 2010, ar tuarastal é a coinníodh siar agus a d’íoc an Roinn go díreach.

2. CAITEACHAS 2010 2009 € €

Táillí an Chathaoirligh (Nóta 3) 5,000 10,000

Pá, Tuarastail & Costais Phinsin (Nótaí 3 & 6) 7,535,381 7,248,314

Traenáil, Taisteal & Speansais Chothabhála (Nóta 5) 365,131 449,869

Speansais Chruinnithe 5,884 5,285

Earcaíocht & Speansais Tacaíochta Eagraíochtúla 18,410 10,336

Cíos & Rátaí 712,172 686,121

Fóntais 42,446 44,920

Deisiúcháin, Cothabháil & Muirir Sheirbhíse 261,291 218,675

Árachas 11,470 11,495

Speansais Ghinearálta 513 70

Teileafón & Teileachumarsáid 161,355 165,471

Teicneolaíocht Faisnéise 164,843 109,228

Priontáil, Postas agus Stáiseanóireacht 85,564 125,470

Aistritheoirí & Ateangairí 4,112 3,162

Foilseacháin agus Fógraíocht 44,776 56,826

Táillí Gairmiúla 730,210 421,278

Táille Iniúchóireachta 10,810 11,500

Caillteanas / (Brabús) ar Dhiúscair Sócmhainní Seasta (500) 11,302

Dímheas 69,336 71,059

Caiteacha Iomlán 10,228,204 9,660,381

Tuarascáil agus Ráitis Airgeadais an BNLO

Nótaí ag Gabháil leis na Ráitis Airgeadais don Bhliain dar Chríoch 31 Nollaig 2010



Nótaí 2010 2009 € €

SÓCMHAINNÍ SEASTA

Sócmhainní inláimhsithe 7 405,979 434,583

SÓCMHAINNÍ REATHA

Féichiúnaithe & Réamhíocaíochtaí 8 136,112 76,864

Airgead Tirim sa Bhanc & ar Láimh 1,533,022 1,448,688

Iomlán na Sócmhainní Reatha 1,669,134 1,525,552

CREIDIÚNAITHE (suimeanna dlite laistigh de bhliain amháin) 9 (921,800) (860,903)

GLANSÓCMHAINNÍ REATHA 747,334 664,649

Sócmhainní Iomlána lúide Dliteanais

Reatha Roimh Phinsin 1,153,313 1,099,232

Sócmhainní Maoiniúcháin Iarchurtha do Phinsin 6 19,100,000 14,423,960

Dliteanais Phinsin 6 (19,100,000) (14,423,960)

1,153,313 1,099,232

MAOINITHE AG

Cuntas Caipitil 10 405,979 434,583

Barrachas an Ioncaim Charntha thar Chaiteachas 747,334 664,649

1,153,313 1,099,232

Is cuid de na ráitis airgeadais seo iad an Ráiteas faoi Pholasaithe Cuntasaíochta agus na Nótaí 1 go 18.

Tar ceann an Bhoird:

....................................................................................... .................................................................................

Cathaoirleach Príomhfheidhmeannach

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Dáta

Nótaí 2010 2009 € €

Barrachas / (Easnamh) don bhliain 82,685 621,818

Gluaiseacht ar Chuntas Caipitil 10 (28,604) (58,580)

Dímheas 7 69,336 71,059

(Brabús) / Caillteanas ar Dhiúscairt Sócmhainní Seasta (500) 11,302

Ús Tuillte (4,260) (4,083)

(Méadú) / Laghdú i bhFéichiúnaithe (56,068) 11,872

Méadú / (Laghdú) i gCreidiúnaithe 60,897 (304,184)

Glansreabhadh Isteach / (Amach) Airgid Thirim ó Ghníomhaíochtaí Oibriúcháin 123,486 349,204

RÁITEAS FAOI SHREABHADH AIRGID

Glansreabhadh Isteach / (Amach) ó Ghníomhaíochtaí Oibriúcháin 123,486 349,204

Fáltais ó Dhíolachán Sócmhainní Seasta 500 100

Fáltais ó Infheistiú agus Seirbhísí Airgeadais Ús Faighte 1,080 1,143

Caiteachas Caipitil Íocaíochtaí chun sócmhainní seasta a fháil 7 (40,732) (23,881)

(Laghdú) / Méadú in Airgead Tirim 84,334 326,566



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Dáta

Réiteach ar bharrachas / (easnamh) oibriúcháin chuig glansreabhadh isteach/ (amach) ó ghníomhaíochtaí oibriúcháin

Tuarascáil agus Ráitis Airgeadais an BNLOTuarascáil agus Ráitis Airgeadais an BNLO

Clár Comhardaithe amhail ag 31 Nollaig 2010Ráiteas faoi Shreabhadh Airgid don Bhliain dar Chríoch 31 Nollaig 2010



Nótaí 2010 2009 € €

SÓCMHAINNÍ SEASTA

Sócmhainní inláimhsithe 7 405,979 434,583

SÓCMHAINNÍ REATHA

Féichiúnaithe & Réamhíocaíochtaí 8 136,112 76,864

Airgead Tirim sa Bhanc & ar Láimh 1,533,022 1,448,688

Iomlán na Sócmhainní Reatha 1,669,134 1,525,552

CREIDIÚNAITHE (suimeanna dlite laistigh de bhliain amháin) 9 (921,800) (860,903)

GLANSÓCMHAINNÍ REATHA 747,334 664,649

Sócmhainní Iomlána lúide Dliteanais

Reatha Roimh Phinsin 1,153,313 1,099,232

Sócmhainní Maoiniúcháin Iarchurtha do Phinsin 6 19,100,000 14,423,960

Dliteanais Phinsin 6 (19,100,000) (14,423,960)

1,153,313 1,099,232

MAOINITHE AG

Cuntas Caipitil 10 405,979 434,583

Barrachas an Ioncaim Charntha thar Chaiteachas 747,334 664,649

1,153,313 1,099,232



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Dáta

Nótaí 2010 2009 € €


Gluaiseacht ar Chuntas Caipitil 10 (28,604) (58,580)

Dímheas 7 69,336 71,059

(Brabús) / Caillteanas ar Dhiúscairt Sócmhainní Seasta (500) 11,302

Ús Tuillte (4,260) (4,083)

(Méadú) / Laghdú i bhFéichiúnaithe (56,068) 11,872

Méadú / (Laghdú) i gCreidiúnaithe 60,897 (304,184)

Glansreabhadh Isteach / (Amach) Airgid Thirim ó Ghníomhaíochtaí Oibriúcháin 123,486 349,204

RÁITEAS FAOI SHREABHADH AIRGID

Glansreabhadh Isteach / (Amach) ó Ghníomhaíochtaí Oibriúcháin 123,486 349,204

Fáltais ó Dhíolachán Sócmhainní Seasta 500 100

Fáltais ó Infheistiú agus Seirbhísí Airgeadais Ús Faighte 1,080 1,143

Caiteachas Caipitil Íocaíochtaí chun sócmhainní seasta a fháil 7 (40,732) (23,881)

(Laghdú) / Méadú in Airgead Tirim 84,334 326,566



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Dáta

Réiteach ar bharrachas / (easnamh) oibriúcháin chuig glansreabhadh isteach/ (amach) ó ghníomhaíochtaí oibriúcháin


Clár Comhardaithe amhail ag 31 Nollaig 2010Ráiteas faoi Shreabhadh Airgid don Bhliain dar Chríoch 31 Nollaig 2010



Nótaí 2010 2009 € €

Ioncam

Deontais ón Stát 1 8,360,558 9,244,713

Glanmhaoiniú Iarchurtha do Phinsin 6 1,909,740 930,083

Aistrithe ó / (chuig) Cuntas Caipitil 10 28,604 58,580

10,298,902 10,233,376

Ioncam Eile 11,987 48,823

10,310,889 10,282,199

Caiteachas 2 (10,228,204) (9,660,381)

(Easnamh) / Barrachas don bhliain 82,685 621,818

Barrachas carntha ag 1 Eanáir 664,649 42,831

Barrachas carntha ag 31 Nollaig 747,334 664,649



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Dáta

Nótaí 2010 2009 € €


(Gnóthachain) / caillteanais taithí ar Dhliteanais na scéime pinsin 6 (1,000,000) 3,415,000

Athrú ar thoimhdí atá mar bhonn le Luach Reatha dhliteanais na scéime pinsin 6 3,766,000 587,000

(Gnóthachain) / Caillteanais Achtúireacha ar Dhliteanais Phinsin 2,766,000 4,002,000

Coigeartú chuig Maoiniú Pinsin Iarchurtha 6 (2,766,000) (4,002,000)

Gnóthachain / (Caillteanais) iomlána aitheanta don bhliain 82,685 621,818



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Dáta


Cuntas Ioncaim agus Caiteachaisdon Bhliain dar chríoch 31 Nollaig 2010

Ráiteas faoi Ghnóthachain agus Caillteanais Aitheantas don Bhliain dar Chríoch 31 Nollaig 2010



Nótaí 2010 2009 € €

Ioncam

Deontais ón Stát 1 8,360,558 9,244,713

Glanmhaoiniú Iarchurtha do Phinsin 6 1,909,740 930,083

Aistrithe ó / (chuig) Cuntas Caipitil 10 28,604 58,580

10,298,902 10,233,376

Ioncam Eile 11,987 48,823

10,310,889 10,282,199

Caiteachas 2 (10,228,204) (9,660,381)

(Easnamh) / Barrachas don bhliain 82,685 621,818

Barrachas carntha ag 1 Eanáir 664,649 42,831

Barrachas carntha ag 31 Nollaig 747,334 664,649



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Dáta

Nótaí 2010 2009 € €


(Gnóthachain) / caillteanais taithí ar Dhliteanais na scéime pinsin 6 (1,000,000) 3,415,000

Athrú ar thoimhdí atá mar bhonn le Luach Reatha dhliteanais na scéime pinsin 6 3,766,000 587,000

(Gnóthachain) / Caillteanais Achtúireacha ar Dhliteanais Phinsin 2,766,000 4,002,000

Coigeartú chuig Maoiniú Pinsin Iarchurtha 6 (2,766,000) (4,002,000)

Gnóthachain / (Caillteanais) iomlána aitheanta don bhliain 82,685 621,818



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Dáta


Cuntas Ioncaim agus Caiteachaisdon Bhliain dar chríoch 31 Nollaig 2010

Ráiteas faoi Ghnóthachain agus Caillteanais Aitheantas don Bhliain dar Chríoch 31 Nollaig 2010



9. Pinsin

Tá scéim phinsin le sochar sainithe i bhfeidhm ag an mBord arna mhaoiniú gach bliain ar bhonn íoc-mar-a-úsáidtear ó airgead arna fháil ón Roinn Oideachais agus Scileanna. Is éard is scéim phinsin le sochar sainithe ann ná plean pinsin a shainíonn an méid sochair phinsin a chuirfear ar fáil, de ghnáth mar fheidhm de cheann amháin nó níos mó d’fhachtóirí amhail aois, blianta seirbhísí agus bunphá.

Is éard atá i gceist le dliteanais phinsin ná an luach reatha de shochair phinsin amach anseo arna thuilleamh ag foireann amhail ag 31 Nollaig 2010. Déanann achtúirí neamhspleácha na dliteanais phinsin a ríomh gach bliain ag baint úsáide as modh achtúireach chreidiúint réamh-mheasta an aonaid. Déantar na dliteanais phinsin a chinneadh trí lascainiú a dhéanamh ar an méid measta amach anseo d’eis-sreabhadh airgid ag úsáid rátaí úis ag bannaí ardcháilíochta corparáideacha a bhfuil téarmaí aibíochta acu atá ag comhfhogasú théarmaí na dliteanas bainteach pinsin.

Is éard atá i gceist le maoiniú iarchurtha pinsin ná an tsócmhainn chomhfhreagrach le haisghabháil i dtréimhsí cuntasaíochta amach anseo ón Roinn Oideachais agus Scileanna.

Léiríonn costais phinsin na sochair arna dtuilleamh ag fostaithe sa tréimhse chuntasaíochta agus tá siad seo léirithe glan ar ranníocaíochtaí pinsin na foirne a ndéantar aischistiú orthu leis an Roinn Oideachais agus Scileanna de réir shocruithe maoiniúcháin an Bhoird. Cuimsíonn na costais phinsin an costas seirbhíse reatha, costas iarsheirbhíse agus ús ar dhliteanais na scéime pinsin. Aithnítear méid comhfhreagrach leis na costais phinsin mar ioncam a mhéid is atá sé in-aisghabhála, agus fritháirítear é ag deontais arna bhfáil sa tréimhse chuntasaíochta chun íocaíochtaí pinsin a dhéanamh.

Déantar gnóthachain agus caillteanais ag eascairt ó athruithe sna toimhdí Achtúireachta agus ó bharrachais agus easnaimh a aithint sa Ráiteas maidir le Gnóthachain agus Caillteanais Aitheanta Iomlána agus aithnítear coigeartú comhfhreagrach sa mhéid in-aisghabhála ón Roinn Oideachais agus Scileanna.

De réir cheanglais FRS17 – Sochair Scoir, déanann an Cuntas Ioncaim agus Caiteachais, an Ráiteas maidir le Gnóthachain agus Caillteanais Aitheanta Iomlána agus an Clár Comhardaithe idirbhearta, gluaiseachtaí agus iarmhéideanna pinsin a aithint.

Tuarascáil agus Ráitis Airgeadais an BNLORáiteas faoi Pholasaithe Cuntasaíochta (ar lean)



1. Ginearálta

Is iad feidhmeanna ginearálta an Bhoird ná a chinntiú go bhfreastalaíonn gach leanbh ar scoil aitheanta nó go bhfaigheann an leanbh sin méid íosta oideachais ar bhealach eile, agus cuidiú le ceapadh agus le cur i bhfeidhm pholasaithe agus chuspóirí na Roinne faoi láthair a bhaineann le hoideachas leanaí.

2. Bunús na Cuntasaíochta

Ullmhaítear na ráitis airgeadais ar an mbonn fabhraithe cuntasaíochta de réir na gcleachtas cuntasaíochta a bhfuil glacadh leo agus faoin gcoinbhinsiún costais stairiúil agus comhlíonann siad na caighdeáin tuairiscithe airgeadais atá ag Bord na gCaighdeán Cuntasaíochta Airgeadais.

3. Tréimhse na Cuntasaíochta

Cuimsíonn na ráitis airgeadais an bhliain 1 Eanáir 2010 go 31 Nollaig 2010.

4. Deontais Stáit

Léiríonn na Deontais Stáit arna dtaispeáint sa Chuntas Ioncaim agus Caiteachais an méid faighte ag an mBord ón Roinn Oideachais agus Scileanna i ndáil leis an mbliain.

Áirítear i nDeontais Stáit maoiniú do bhaill foirne ar iasacht ón Roinn Oideachais agus Scileanna, a choinnítear siar agus a íocann an Roinn go díreach.

5. Sócmhainní Seasta Inláimhsithe

Luaitear sócmhainní seasta inláimhsithe ag a gcostas lúide dímheas carntha. Soláthraítear dímheas ar bhonn líne dírí ag rátaí atá measta chun luach na sócmhainní a laghdú thar a dtréimhse mharthanachta mheasta mar seo a leanas:-

Troscán & feistis 4 bliana Trealamh oifige 4 bliana Trealamh ríomhaireachta 3 bliana Áitribh ar Léas * 10, 20 agus 25 bliain

* Áirítear in Áitribh ar Léas athchóiriú atá á dhíscríobh thar an tréimhse is giorra den léas bainteach nó 10 mbliana, agus CBL caipitlithe ar léasanna atá á dhíscríobh thar thréimhsí de 20 agus 25 bliain na léasanna bainteacha faoi seach.

6. Airgeadraí Eachtracha

Déantar sócmhainní agus dliteanais airgeadaíochta atá ainmnithe in airgeadraí eachtracha a aistriú chuig Euro ag rátaí malartaithe atá i réim ag dáta an Chláir Chomhardaithe. Déantar idirbhearta in airgeadraí eachtracha a aistriú chuig Euro ag rátaí malartaithe atá i réim ag dátaí na n-idirbheart bunúsach. Déileáiltear leis na brabúis agus caillteanais a eascraíonn astu sa Chuntas Ioncaim agus Caiteachais.

7. Léasanna

Déantar cíosóireachtaí faoi léasanna oibríochtúla a chur de mhuirear an chuntais Ioncaim agus Caiteachais ar bhonn líne dírí thar thréimhse an léasa.

8. Cuntas Caipitil

Is éard atá sa Chuntas Caipitil ná luach neamh-amúchta an ioncaim arna úsáid chun sócmhainní seasta airgeadais a mhaoiniú.


Ráiteas faoi Pholasaithe Cuntasaíochta



Sínithe thar ceann an Bhoird:

.............................................................................................

Cathaoirleach An Bord Náisiúnta Leasa Oideachais

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Dáta

Tuarascáil agus Ráitis Airgeadais an BNLO Ráiteas faoi Rialú Inmheánach Airgeadais (ar lean)



Freagracht as an gCóras um Rialú Inmheánach Airgeadais

Thar ceann bhaill an Bhoird Náisiúnta Leasa Oideachais admhaímid ár bhfreagracht as a chinntiú go ndéantar córas éifeachtach um rialú inmheánach airgeadais a chothú agus a fheidhmiú.

Ní féidir leis an gcóras ach dearbhú réasúnta, agus ní dearbhú iomlán, a thabhairt go ndéantar sócmhainní a chosaint, go ndéantar idirbhearta a údarú agus a thaifeadadh go cuí, agus go ndéantar earráidí ábhartha nó mí-rialtachtaí eile a chosc nó a bhrath in am trátha.

Príomhghnáthaimh Rialaithe

Bunaíodh an Bord faoin Acht Oideachais (Leas) 2000 agus thosaigh ag feidhmiú an 4 Márta 2002. Ó shin ghlac an Bord céimeanna le timpeallacht rialaithe iomchuí a chinntiú ar na bealaí seo a leanas:

• Freagrachtaí bainistíochta a shainiú go soiléir i struchtúr sainithe eagraíochtúil le scagadh soiléir dualgas; agus • Gnáthaimh fhoirmiúla a bhunú chun tuairisciú ar theipeanna suntasacha tuairiscithe agus beart ceartaitheach iomchuí a

chinntiú.

Tá an córas um rialú inmheánach airgeadais bunaithe ar chreat d’fhaisnéis mhíosúil bainistíochta, gnáthaimh riaracháin lena n-áirítear scagadh dualgas, teorainneacha údaraithe agus lámhleabhar doiciméadaithe de ghnáthaimh, agus córas de tharmligean agus cuntasachta. Áiríonn sé na nithe seo go háirithe:

• córas cuimsitheach buiséadaithe le buiséad bliantúil, a ndéanann an Bord athbhreithniú air agus é a fhaomhadh roimh chur i láthair na Roinne Oideachais agus Eolaíochta;

• athbhreithniú rialta a dhéanann an Feidhmeannas agus an Bord ar thuarascálacha tréimhsiúla agus bliantúla a léiríonn feidhmíocht i gcoinne an bhuiséid agus na tréimhse roimh ré;

• spriocanna a shocrú chun feidhmíocht airgeadais agus eile a mheas;• treoirlínte rialaithe sainithe go soiléir d’infheistiú caipitil;• disciplíní foirmiúla do bhainistiú tionscadail.

Tá Coiste Iniúchóireachta ag an mBord, a fheidhmíonn de réir Chreatchód an Chleachtais is Fearr arna leagan amach i gCód Cleachtais do Rialú Comhlachtaí Stáit. Tríd an gCoiste Iniúchóireachta agus le ceadú Bhord an BNLO, ceapadh Soláthraí Seirbhísí Iniúchóireachta sa bhliain 2006. Bunaítear obair an tSoláthraí Seirbhísí Iniúchóireachta ar anailís ar an riosca a bhfuil an Bord nochta dó. Cuireann an Coiste Iniúchóireachta tuarascáil ar fáil do Bhord an BNLO ar ghníomhaíocht na hiniúchóireachta inmheánaí ar bhonn rialta. Áirítear sa tuarascáil tuairim ghairmiúil neamhspleách an tSoláthraí Seirbhísí Iniúchóireachta Inmheánaí ar leordhóthanacht agus ar éifeachtacht an chórais um rialú inmheánach airgeadais.

Bunaítear monatóireacht agus athbhreithniú an Bhoird ar éifeachtacht an chórais um rialú inmheánach airgeadais ar obair an Choiste Iniúchóireachta, an tSoláthraí Seirbhísí Iniúchóireachta Inmheánaí, na foirne bainistíochta feidhmí a bhfuil mar fhreagracht orthu creat rialaithe airgeadais a fhorbairt agus a chothabháil agus tuairimí a rinne an tArd-Reachtaire Cuntas agus Ciste ina litir bhainistíochta agus i dtuarascálacha eile.

Athbhreithniú Bliantúil ar Rialuithe

Dearbhaím go ndearna an Bord athbhreithniú ar éifeachtacht an chórais um rialú inmheánach airgeadais i ndáil leis an mbliain dár chríoch 31 Nollaig 2010.


Ráiteas faoi Rialú Inmheánach Airgeadais



Tá ráitis airgeadais an Bhoird Náisiúnta Leasa Oideachais don bhliain dar chríoch 31 Nollaig 2010 iniúchta agam faoin Acht Oideachais (Leas) 2000. Tá na ráitis airgeadais, a ullmhaíodh faoi na beartais chuntasaíochta arna leagan amach sna ráitis, comhdhéanta de na Beartais Chuntasaíochta, an Cuntas Ioncaim agus Caiteachais, an Ráiteas faoi Ghnóthachain agus Caillteanais Aitheanta Iomlána, an Clár Comhardaithe, an Ráiteas ar Shreabhadh Airgid agus na nótaí gaolmhara. An creat tuairiscithe airgeadais a cuireadh i bhfeidhm agus iad á n-ullmhú ná an dlí is infheidhme agus an Cleachtas Cuntasaíochta a bhfuil Glacadh leis in Éirinn.

Freagrachtaí an Bhoird

Tá an Bord freagrach as na ráitis airgeadais a ullmhú agus as a chinntiú go dtugann siad léargas fíorcheart ar ghnóthaí an Bhoird agus ar a ioncam agus a chaiteachas, agus as rialtacht na n-idirbheart a chinntiú.

Freagrachtaí an Ard-Reachtaire Cuntas agus Ciste

Tá mise freagrach as iniúchadh a dhéanamh ar na ráitis airgeadais agus tuairisciú orthu de réir an dlí infheidhme.

Rinne mé m’iniúchadh ag tagairt do bhreithniúcháin speisialta atá de cheangal ar Chomhlachtaí Stáit i ndáil lena mbainistiú agus a bhfeidhmiú.

Rinne mé m’iniúchadh de réir na gCaighdeán Idirnáisiúnta maidir le hIniúchóireacht (RA agus Éire) agus de réir Chaighdeáin Eitice d’Iniúchóirí de chuid an Bhoird um Chleachtais Iniúchóireachta.


Is éard atá i gceist le hiniúchadh ná fianaise a fháil faoi na suimeanna agus faoin bhfaisnéisiú atá sna ráitis airgeadais, ar fianaise agus faisnéisiú iad atá imleor chun dearbhú réasúnta a thabhairt go bhfuil na ráitis airgeadais saor ó mhíráiteas, cibé acu ar tharla an míráiteas sin de bharr calaoise nó earráide. Áiríonn seo measúnú a dhéanamh ar na nithe seo a leanas

• cibé acu an bhfuil na beartais chuntasaíochta iomchuí do choinníollacha an Bhoird nó nach bhfuil, agus ar cuireadh iad i bhfeidhm go seasta nó nár cuireadh agus cibé acu an riabh an faisnéisiú imleor nó nach raibh.

• tréasúntacht na meastachán suntasach cuntasaíochta arna ndéanamh agus na ráitis airgeadais á n-ullmhú, agus

• cur i láthair foriomlán na ráiteas airgeadais.

Féachaim freisin le fianaise a fháil faoi rialtacht na n-idirbheart airgeadais le linn m-iniúchta.

Chomh maith leis sin, léim gach eolas airgeadais agus neamhairgeadais sa Tuarascáil Bhliantúil chun aon neamhréireacht leis na ráitis airgeadais a shainaithint. I gcás go n-aimsím aon neamhréireachtaí déanaim seo a bhreithniú ó thaobh na n-impleachtaí a bheadh acu do mo thuarascáil.

Tuairim maidir leis na Ráitis Airgeadais

Is é mo thuairim go dtugann na ráitis airgeadais léargas fíorcheart, de réir an Chleachtais Cuntasaíochta a bhfuil Glacadh leis in Éirinn, ar ghnóthaí an Bhoird ag 31 Nollaig 2010 agus ar a ioncam agus ar a chaiteachas don bhliain dar chríoch sin.

Is é mo thuairim go raibh leabhair chuntais chuí coinnithe ag an mBord. Tá na ráitis airgeadais ag teacht leis na leabhair chuntais.

Nithe a dTuairiscím Orthu mar Eisceacht

Tuairiscím mar eisceacht ar na nithe seo a leanas

• mura bhfaighim an t-eolas agus na mínithe go léir atá riachtanach ionas go mbeinn in ann m’iniúchadh a dhéanamh, nó

• i gcás go nótálaim i m’iniúchadh aon tarlú ábhartha nár úsáideadh airgead chun na gcríoch a bhí beartaithe dó nó i gcás nach raibh idirbhearta ag teacht leis na húdaráis a raibh siad faoin riail, nó

• i gcás nach bhfuil an t-eolas arna thabhairt i dTuarascáil Bhliantúil an Bhoird don bhliain ar ullmhaíodh na ráitis airgeadais lena haghaidh ag teacht leis na ráitis airgeadais, nó

• i gcás nach bhfuil an Ráiteas maidir le Rialú Inmheánach Airgeadais ag léiriú go bhfuil an Bord ag cloí leis an gCód Cleachtais do Rialú Comhlachtaí Stáit, nó

• i gcás go bhfaighim aon ghnóthaí ábhartha eile a bhaineann leis an mbealach a reáchtáladh gnó poiblí.

Níl aon ní le tuairisciú agam i ndáil leis na nithe a ndéantar tuairisciú orthu mar eisceacht.

Andrew Harkness le haghaidh agus thar ceann an Ard-Reachtaire Cuntas agus Ciste 30 Meán Fómhair 2011

Éilíonn Alt 33 den Acht Oideachais (Leas) 2000, go n-ullmhódh Baill an Bhoird ráitis airgeadais i cibé foirm a cheadóidh an tAire Oideachais agus Scileanna tar éis dul i gcomhairle leis an Aire Airgeadais. Agus na ráitis airgeadais sin á n-ullmhú, tá sé de cheangal ar an mBord na nithe seo a leanas a chomhlíonadh:

• Polasaithe cuntasaíochta oiriúnacha a roghnú, agus iad a chur i bhfeidhm go seasta;• Breithiúnais agus meastacháin a dhéanamh atá réasúnta, stuama;• A lua cibé acu ar cloíodh le caighdeáin chuntasaíochta nó nár cloíodh, faoi réir aon imeachta ábhartha arna bhfaisnéisiú

agus arna mhíniú sna ráitis airgeadais;• Ráitis airgeadais a ullmhú ar bhunús gnóthais leantaigh mura bhfuil sé mí-chuí glacadh leis go leanfaidh an Bord ag

feidhmiú.

Tá an Bord freagrach as leabhair chuntais chuí a choinneáil, a nochtfadh ag aon tráth ar bhealach fíor cothrom staid air-geadais an Bhoird agus a chuideodh a chinntiú go gcomhlíonann na ráitis airgeadais Alt 33 den Acht. Tá an Bord freagrach freisin as sócmhainní an Bhoird a chosaint agus as céimeanna réasúnta a ghlacadh chun calaois agus aon mhí-rialtachtaí eile a chosc.

Thar ceann an Bhoird:

............................................................................................. .......................................................................................

Cathaoirleach Ball

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Dáta


Tuarascáil an Ard-Reachtaire Cuntas agus Ciste le Tíolacadh do Thithe an Oireachtais

Ráiteas faoi Fhreagrachtaí an Bhoird



Tá ráitis airgeadais an Bhoird Náisiúnta Leasa Oideachais don bhliain dar chríoch 31 Nollaig 2010 iniúchta agam faoin Acht Oideachais (Leas) 2000. Tá na ráitis airgeadais, a ullmhaíodh faoi na beartais chuntasaíochta arna leagan amach sna ráitis, comhdhéanta de na Beartais Chuntasaíochta, an Cuntas Ioncaim agus Caiteachais, an Ráiteas faoi Ghnóthachain agus Caillteanais Aitheanta Iomlána, an Clár Comhardaithe, an Ráiteas ar Shreabhadh Airgid agus na nótaí gaolmhara. An creat tuairiscithe airgeadais a cuireadh i bhfeidhm agus iad á n-ullmhú ná an dlí is infheidhme agus an Cleachtas Cuntasaíochta a bhfuil Glacadh leis in Éirinn.

Freagrachtaí an Bhoird

Tá an Bord freagrach as na ráitis airgeadais a ullmhú agus as a chinntiú go dtugann siad léargas fíorcheart ar ghnóthaí an Bhoird agus ar a ioncam agus a chaiteachas, agus as rialtacht na n-idirbheart a chinntiú.

Freagrachtaí an Ard-Reachtaire Cuntas agus Ciste

Tá mise freagrach as iniúchadh a dhéanamh ar na ráitis airgeadais agus tuairisciú orthu de réir an dlí infheidhme.

Rinne mé m’iniúchadh ag tagairt do bhreithniúcháin speisialta atá de cheangal ar Chomhlachtaí Stáit i ndáil lena mbainistiú agus a bhfeidhmiú.

Rinne mé m’iniúchadh de réir na gCaighdeán Idirnáisiúnta maidir le hIniúchóireacht (RA agus Éire) agus de réir Chaighdeáin Eitice d’Iniúchóirí de chuid an Bhoird um Chleachtais Iniúchóireachta.


Is éard atá i gceist le hiniúchadh ná fianaise a fháil faoi na suimeanna agus faoin bhfaisnéisiú atá sna ráitis airgeadais, ar fianaise agus faisnéisiú iad atá imleor chun dearbhú réasúnta a thabhairt go bhfuil na ráitis airgeadais saor ó mhíráiteas, cibé acu ar tharla an míráiteas sin de bharr calaoise nó earráide. Áiríonn seo measúnú a dhéanamh ar na nithe seo a leanas

• cibé acu an bhfuil na beartais chuntasaíochta iomchuí do choinníollacha an Bhoird nó nach bhfuil, agus ar cuireadh iad i bhfeidhm go seasta nó nár cuireadh agus cibé acu an riabh an faisnéisiú imleor nó nach raibh.

• tréasúntacht na meastachán suntasach cuntasaíochta arna ndéanamh agus na ráitis airgeadais á n-ullmhú, agus

• cur i láthair foriomlán na ráiteas airgeadais.

Féachaim freisin le fianaise a fháil faoi rialtacht na n-idirbheart airgeadais le linn m-iniúchta.

Chomh maith leis sin, léim gach eolas airgeadais agus neamhairgeadais sa Tuarascáil Bhliantúil chun aon neamhréireacht leis na ráitis airgeadais a shainaithint. I gcás go n-aimsím aon neamhréireachtaí déanaim seo a bhreithniú ó thaobh na n-impleachtaí a bheadh acu do mo thuarascáil.

Tuairim maidir leis na Ráitis Airgeadais

Is é mo thuairim go dtugann na ráitis airgeadais léargas fíorcheart, de réir an Chleachtais Cuntasaíochta a bhfuil Glacadh leis in Éirinn, ar ghnóthaí an Bhoird ag 31 Nollaig 2010 agus ar a ioncam agus ar a chaiteachas don bhliain dar chríoch sin.

Is é mo thuairim go raibh leabhair chuntais chuí coinnithe ag an mBord. Tá na ráitis airgeadais ag teacht leis na leabhair chuntais.

Nithe a dTuairiscím Orthu mar Eisceacht

Tuairiscím mar eisceacht ar na nithe seo a leanas

• mura bhfaighim an t-eolas agus na mínithe go léir atá riachtanach ionas go mbeinn in ann m’iniúchadh a dhéanamh, nó

• i gcás go nótálaim i m’iniúchadh aon tarlú ábhartha nár úsáideadh airgead chun na gcríoch a bhí beartaithe dó nó i gcás nach raibh idirbhearta ag teacht leis na húdaráis a raibh siad faoin riail, nó

• i gcás nach bhfuil an t-eolas arna thabhairt i dTuarascáil Bhliantúil an Bhoird don bhliain ar ullmhaíodh na ráitis airgeadais lena haghaidh ag teacht leis na ráitis airgeadais, nó

• i gcás nach bhfuil an Ráiteas maidir le Rialú Inmheánach Airgeadais ag léiriú go bhfuil an Bord ag cloí leis an gCód Cleachtais do Rialú Comhlachtaí Stáit, nó

• i gcás go bhfaighim aon ghnóthaí ábhartha eile a bhaineann leis an mbealach a reáchtáladh gnó poiblí.

Níl aon ní le tuairisciú agam i ndáil leis na nithe a ndéantar tuairisciú orthu mar eisceacht.

Andrew Harkness le haghaidh agus thar ceann an Ard-Reachtaire Cuntas agus Ciste 30 Meán Fómhair 2011

Éilíonn Alt 33 den Acht Oideachais (Leas) 2000, go n-ullmhódh Baill an Bhoird ráitis airgeadais i cibé foirm a cheadóidh an tAire Oideachais agus Scileanna tar éis dul i gcomhairle leis an Aire Airgeadais. Agus na ráitis airgeadais sin á n-ullmhú, tá sé de cheangal ar an mBord na nithe seo a leanas a chomhlíonadh:

• Polasaithe cuntasaíochta oiriúnacha a roghnú, agus iad a chur i bhfeidhm go seasta;• Breithiúnais agus meastacháin a dhéanamh atá réasúnta, stuama;• A lua cibé acu ar cloíodh le caighdeáin chuntasaíochta nó nár cloíodh, faoi réir aon imeachta ábhartha arna bhfaisnéisiú

agus arna mhíniú sna ráitis airgeadais;• Ráitis airgeadais a ullmhú ar bhunús gnóthais leantaigh mura bhfuil sé mí-chuí glacadh leis go leanfaidh an Bord ag

feidhmiú.

Tá an Bord freagrach as leabhair chuntais chuí a choinneáil, a nochtfadh ag aon tráth ar bhealach fíor cothrom staid air-geadais an Bhoird agus a chuideodh a chinntiú go gcomhlíonann na ráitis airgeadais Alt 33 den Acht. Tá an Bord freagrach freisin as sócmhainní an Bhoird a chosaint agus as céimeanna réasúnta a ghlacadh chun calaois agus aon mhí-rialtachtaí eile a chosc.

Thar ceann an Bhoird:

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Cathaoirleach Ball

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Dáta


Tuarascáil an Ard-Reachtaire Cuntas agus Ciste le Tíolacadh do Thithe an Oireachtais

Ráiteas faoi Fhreagrachtaí an Bhoird



Seoladh an Bhoird: 16-22 Sráid na Faiche, Baile Átha Cliath 7

Baill an Bhoird: Cathal Flynn (Cathaoirleach) Clare Ryan (Ceaptha Bealtaine 2011) An tSr. Eileen Randles (Éirithe As Márta 2011) Aine Lynch (Éirithe As Márta 2011) Billy Sheehan (Éirithe As Márta 2011) Declan Dunne (Éirithe As Márta 2011) Catherine Hazlett (Éirithe As Márta 2011) Fionnuala Anderson (Éirithe As Márta 2011) Marie-Claire McAleer Pat McSitric Ruairi Gogan Michele Clear Sonja Croke (Éirithe As Márta 2011) Don Myers (Ceaptha 4 Márta 2011) Jack Keane (Ceaptha 4 Márta 2011) Anne McDonnell (Ceaptha 4 Márta 2011) Nuala Doherty (Ceaptha As Áibreán 2011)

Príomhfheidhmeannach: Clare Ryan (3 Bealtaine 2011)

Banc: Banc na hÉireann, Faiche an Choláiste, Baile Átha Cliath 2

Aturnaetha: Arthur Cox, Ionad Ardán an Iarla, Ardán Phort an Iarla, Baile Átha Cliath 2

Iniúchóirí: An tArd-Reachtaire Cuntas agus Ciste, Caisleán Bhaile Átha Cliath, Baile Átha Cliath 2

Suíomh Gréasáin: www.newb.ie


Faisnéis



Athbhreithniú ar 2010 - Eolas Faoin Eagraíocht

chumarsáide freagrach as freagra a thabhairt ar iarratais sheachtracha agus tá sé freagrach as bainistíocht, treoir agus forbairt gach gníomhaíochta cumarsáide, ina gcuimsítear gnóthaí parlaiminte agus poiblí, caidreamh leis an meáin, bainistíocht foilsitheoireachta agus foilseachán, agus scaipeadh faisnéise

Mar pháirt lárnach den struchtúr corparáideach, díríonn an fheidhm Chumarsáide ar obair go seachtrach le ranna Rialtais agus comhpháirtithe san oideachas chun faisnéis iomchuí a aithint agus a chur in iúl agus an chéim is oiriúnaí a ghlacadh. Tugann sé comhairle chomh maith ar fhorbairt straitéisí agus tacaíonn sé an próiseas cinnteoireachta a stiúradh.

Sa bhliain 2010, príomhról de chuid na feidhme Cumarsáide ba ea forbairt straitéise cumarsáide timpeall ar chomhtháthú na seirbhísí laistigh den BNLO. I measc na bhfreagrachtaí leantacha atá ag an bhfeidhm Chumarsáide tá: cumarsáid inmheánach le comhaltaí foirne, bainistíocht ar an suíomh gréasáin agus ar an inlíon, cláir athraithe a éascú, foilseacháin agus bainistíoch ar ócáidí.

Tá an fheidhm Chumarsáide tiomanta dul i mbun cumarsáide le páirtithe leasmhara agus do chinntiú go bhfuil aistriú faisnéise dhá bhealach i gceist trí raon leathan uirlisí. Trédhearcacht agus inrochtaineacht atá fós mar chroíghnéithe na straitéise foriomláine cumarsáide.

Sláinte agus Sábháilteacht

Tá BNLO tiomanta gach gné den Acht um Shábháilteacht, Sláinte agus Leas ag an Obair, 2005, agus Rialacháin an Achta um Shábháilteacht, Sláinte agus Leas ag an Obair (Feidhmiú Ginearálta) a chomhlíonadh agus tá córas bainistíochta sláinte agus sábháilteachta téagartha suiteáilte aige laistigh den eagraíocht. Leanadh le cur i bhfeidhm an chórais bainistíochta Sláinte agus Sábháilteachta i rith 2010 agus forbraíodh measúnuithe riosca suíomhoiriúnaithe agus ráitis sábháilteachta do gach oifig ar fud an líonra.

Saoráil Faisnéise

Tá na hAchtanna um Shaoráil Faisnéise, 1997 agus 2003, i bhfeidhm ar an mBord Náisiúnta Leasa Oideachais. Dearbhaíonn na hAchtanna an ceart atá ag baill den phobal rochtain a bheith acu ar fhaisnéis oifigiúil chomh fada agus is cuí, ar aon dul le leas an phobail agus cearta príobháideachta na ndaoine aonair. Molann reachtaíocht maidir le Saoráil Faisnéise oscailteacht agus trédhearcacht laistigh d’eagraíochtaí.

Fuair an Bord, agus chuir sé freagra ar sheacht n-iarratas um Shaoráil Faisnéise sa bhliain 2010. Ceadaíodh trí cinn acu, agus páirt-cheadaíodh na ceithre cinn eile.

Seirbhís do Chustaiméirí

Cinntíonn Plean Gníomhaíochta Cairte do Chustaiméirí an BNLO, forbartha ag comhaltaí foirne, go leagann an Bord béim shoiléir ar an bpobal ar a bhfuilimid. Lean BNLO air ag cur i bhfeidhm a Phlean Gníomhaíochta Cairte do Chustaiméirí a chlúdaíonn an tréimhse 2008-2010.


Tá gealltanais shonracha eile riachtanach faoin gcomhaontú:

• Laghdú ar líon foirne sa tseirbhís phoiblí agus cur i bhfeidhm Creata Rialaithe Fostaíochta (ECF)

• Ath-imlonnú sa tseirbhís phoiblí chomhtháite

• Cuíchóiriú agus athchumrú dhearadh agus soláthar na seirbhísí poiblí;

• Feidhmíocht agus scileanna a fheabhsú le harduithe céime agus dul chun cinn incriminteach nasctha le feidhmíocht, agus bunú córas bainistíochta feidhmíochta áit nach bhfuil cinn ar fáil

• Comhaontú earnála, a dhéanann foráil do chur chuige comhoibritheach ag leibhéal áitiúil, earnála agus Seirbhíse Poiblí, ath-imlonnú trasearnála san áireamh

• Coigiltí ar phá sa tseirbhís phoiblí

• Scéim phinsin aonair a thabhairt isteach do gach iontrálaí nua

• Comhlacht deimhnithe feidhmíochta chun measúnú a dhéanamh ar chur i bhfeidhm an chomhaontaithe

• Córas chun easaontuithe a réiteach

• Timpeallacht shocair ó thaobh Caidreamh Tionsclaíoch de.

Tá sé de cheangal ar gach Roinn/Gníomhaireacht san Earnáil Phoiblí Tuarascálacha ar Dhul Chun Cinn feidhmithe na mbeartas sa chomhaontú a sholáthar.

Oiliúint Foirne

• Le linn 2010, cuireadh oiliúint ar gach ball foirne sna Seirbhísí Leasa Oideachais sa tsamhail agus próiseas nua maoirseachta, arna éascú ag triúr den fhoireann, Bainisteoir Réigiúnach amháin agus beirt Oifigeach Leasa Oideachais Sinsearach.

• Fuair líon beag d’fhoireann na Seirbhísí Leasa Oideachais oiliúint i measúnú baile le linn 2010 agus anois bíonn siad i mbun réamh-mheasúnuithe a dhéanamh.

• Cuireadh dianoiliúint ‘Train the Trainer’ ar bheirt Oifigeach Leasa Oideachais Sinsearach, Bainisteoir Réigiúnach amháin agus beirt de chomhordaitheoirí CCS agus TBSP, arna sholáthar ag Iontaobhas Suzy Lumplugh i ndáil le sábháilteacht phearsanta. Tá sé beartaithe go ndéanfar, le linn 2011, an oiliúint sa tsábháilteacht phearsanta a sholáthar don fhoireann go léir atá faoi shainchúram an Bhoird.

• Fuair roinnt den fhoireann oiliúint chuimsitheach sa Chéadchabhair Saothair le Cros Dhearg na hÉireann. De bhreis air sin, rinneadh tathant ar an bhfoireann go léir freastal ar sheimineáir agus ar sheisiúin faisnéise a bhain lena róil féin. Déantar Forbairt Ghairmiúil Leanúnach a aontú ag leibhéal na bainistíochta líne agus déanann an eagraíocht éascú gníomhach air. Spreagtar an fhoireann chun leas a bhaint as cúnamh airgeadais chun páirt iomlán a ghlacadh sa bhreisoideachas agus oiliúint. Féadfaidh foireann cur isteach

ar fhóirdheontas atá ag brath ar ghnéithe amhail ábharthacht, cáilíocht agus leibhéal na cáilíochta, agus conas a bhainfeadh an eagraíocht leas as. I measc na réimsí breisoideachais arna maoiniú sa bhliain 2010 bhí, Bainistíocht Líne Tosaigh, dochtúireacht san Oideachas, dioplóma iarchéime sa Treoir agus Comhairleoireacht agus BA san Eolaíocht Shóisialta.

Beartais Oibre a Thacaíonn le Teaghlaigh

De réir bheartas na Seirbhíse Poiblí, cuireadh Scéim ‘Bliain Oibre atá níos Giorra’ i bhfeidhm sa bhliain 2009, agus beidh sé i bhfeidhm go dtí 2012, nuair a déanfar athbhreithniú air ag leibhéal náisiúnta.

De bhreis air seo, i mí Márta 2010 tugadh dhá scéim BNLO nua isteach, Seachtain Oibre atá Níos Giorra agus Lá Oibre atá níos Solúbtha, ar bhonn píolótach chun cabhrú le comhaltaí foirne a gcuid fostaíochta a láimhseáil in éineacht lena saol teaghlaigh, freagrachtaí cúraim agus a saol pearsanta agus sóisialta lasmuigh den obair. Ag forbairt na mbeartas seo dúinn, bhí ar an eagraíocht cothromaíocht chuí a fháil idir caighdeáin soláthair oibre a chaomhnú agus an riachtanas tacú le comhaltaí foirne. Tá ceithre chomhalta foirne ag baint úsáide as an scéim Seachtain Oibre atá níos Giorra agus tá 58 comhalta ag baint úsáide as obair sholúbtha. Déanfar athbhreithniú ar na scéimeanna seo in 2011.

An Scéim Rothaigh Chuig an Oifig

Ag deireadh 2010, bhí deich gcomhalta foirne páirteach sa Scéim Rothaigh Chuig an Oifig.

Athbhreithniú ar Chaidreamh Tionsclaíoch

I mí Bealtaine 2009, aontaíodh idir IMPACT agus an Bord dul i gcomhar leis an tSeirbhís Chomhairleach um Chaidreamh Oibreachais chun athbhreithniú a dhéanamh ar Chaidreamh Tionsclaíoch.

Reáchtáil Seirbhís Chomhairleach an Choimisiún um Chaidreamh Oibreachais (CCO) próiseas comhairliúcháin agus d’eisigh sé sraith de mholtaí i mí na Samhna 2009. Moladh go mba chóir go ndéanfadh Seirbhís Chomhairle LRC comhfhóram bainistíochta/IMPACT a éascú, laistigh d’amscála aontaithe, a sheas do gach comhalta bainistíochta agus foirne. Ghlac IMPACT agus BNLO leis na moltaí seo.

Moladh líon gnóthaí ar ceapadh aghaidh a thabhairt orthu láithreach. Ina measc bhí réiteach aighnis, fleisc-am, cumarsáid agus comhairliúchán agus forbairt phrótacail Chaidrimh Tionsclaíoch.

Cumarsáid

Tacaíonn feidhm Chumarsáide BNLO le gach gné de straitéis agus cleachtas an Bhoird. Tá an fheidhm







Bainistiú Airgeadais

Go déanach sa bhliain 2010, thosaigh an BNLO ar phacáiste airgeadais JD Edwards na Roinne Airgeadais a chur i bhfeidhm. Cuireann an tsuiteáil seo rochtain ar fáil don BNLO ar chórais fiontair um pleanáil acmhainní agus faisnéis airgeadais ag costas íslithe toisc go roinneann, faigheann agus caomhnaíonn eagraíocht atá níos mó an córas.

De thoradh ar anailís costais tairbhe, shuiteáil an BNLO córais phárolla agus córas taistil agus cothaithe. Tá an dá cheann acu tar éis bheith ina gcoigilt dhíreach agus indíreach don eagraíocht.

Bonneagar IT agus Athshlánú ó Thubaistí

Tá BNLO tar éis a phríomh-fheidhmchláir a óstáil sa Bhord Seirbhísí Rialtais Áitiúil ar feadh tamaill anois agus sa bhliain 2010, thosaigh an BNLO ar thionscadal chun a bhonneagar TF agus a phlean athshlánaithe ó thubaistí a óstáil agus a dhéanamh fíorúil in Ionad Sonraí na gCoimisinéirí Ioncaim. Ceannófar curaearraí, bogearraí agus ceadúnais TF trí chreat-chomhaontuithe atá ann cheana féin nó trí chonarthaí sna ranna Rialtais eile.

Soláthar

Tá an BNLO ina bhall de Ghrúpa Comhroinnte na nGníomhaireachtaí Oideachais a rinne comhsholáthar ar roinnt seirbhísí i réimsí na clódóireachta agus na hiniúchóíreachta, ag baint leasa as bulc-cheannach ag costas laghdaithe dá bharr. Baineann an eagraíocht leas as creat-chomhaontuithe Rialtais chun earraí TF, teileafónaíochta agus stáiseanóireachta a cheannach chomh maith.

Áiseanna

Nuair is féidir, aimsíonn an BNLO oifigí in éineacht le heagraíochtaí eile ón earnáil phoiblí. Ó thaobh an oideachais de, tá leas ag baint leis seo ach go háirithe. Má dhéantar comhshuíomh air le pearsanra ó SNSO, CNOS nó na Cigireachta, tá comhoibriú uathoibríoch agus leanúnach ann atá comhthacaíoch.

Soláthar Foirne

Moratóir ar Earcaíocht

I mí Márta 2009, d’fhógair an Rialtas go mbeadh moratóir ar earcaíocht agus arduithe céime i ndáil leis an státseirbhís agus na seirbhísí poiblí. Chiallaigh seo go mbeadh lánchosc ar phoist a líonadh le folúntais a tharla de bharr saoirí socruithe san áireamh, amhail saoire mháithreachais nó tinneas.

Cuireann an timpeallacht seo brúnna breise ar gach snáithe de sheirbhís an BNLO chun seirbhísí líne tosaigh a choinneáil agus sainchúram reachtúil an Bhoird a chomhlíonadh.

De bhreis air sin, i mí Bealtaine 2009, d’ordaigh an Rialtas go ndéanfaí athrú suntasach ar chomhdhéanamh an Bhoird Náisiúnta Leasa Oideachais ag fógairt go ndéanfaí an scéim Teagmhála Baile, Scoile is an Phobail (TBSP), An Clár Críochnaithe Scoile (CCS), agus Seirbhís na Múinteoirí Cuartaíochta don Thaistealaithe (SMCT) a chomhtháthú leis an BNLO. Rinneadh cinneadh buiséid Rialtais i mí na Samhna 2010 scor den tseirbhís SMCT (40 múinteoir) agus de chomhordaitheoirí tuaithe DEIS (56 múinteoir).

Faoin bplean, déanfar múinteoirí a athimlonnú de réir théarmaí na scéimeanna athimlonnaithe. Beidh ar na seirbhísí atá fanta – na Seirbhísí Leasa Oideachais (SLO), CCS agus TBSP, bainistiú a dhéanamh ar ualach oibre breise ag eascairt ó tharraingt siar na seirbhísí seo agus ón tionchar atá ag teacht chun deiridh na ngníomhaíochtaí seirbhíse.

An líon faofa iomlán foirne do BNLO nó 109 post. De bhreis air sin, aistríodh dhá phost ón gClár Críochnaithe Scoile (CCS) sa bhliain 2010, agus is ionann an t-iomlán anois agus 111. Ag deireadh na bliana 2010, bhí 103 ball foirne ag obair leis an mBord agus bhí naoi gcinn d’fholúntais aige.

Comhaontú na Seirbhíse Poiblí 2010 – 2014

Aidhm Chomhaontú na Seirbhíse Poiblí 2010-2014 ná cinnte a dhéanamh de go gcuireann an tseirbhís phoiblí le fás eacnamaíoch agus rathúnas eacnamaíoch trí seirbhís phoiblí chomhtháite a thógáil, atá níos éifeachtaí agus dírithe ar riachtanais an tsaoránaigh. Sa chomhthéacs seo, tá sé ag éirí níos riachtanaí go mbeadh comhlachtaí poiblí agus oibrithe sa tseirbhís phoiblí níos solúbtha agus soghluaiste ó thaobh oibre de ar fud na dteorainneacha earnála, eagraíochtúla agus gairmiúla. Tá seasamh maith ag an BNLO freastal ar an riachtanas seo sa mhéid go dtacaíonn a chroí-obair agus go gcothaíonn sin cleachtas comhoibritheach oibre.

De réir bheartas an Rialtais maidir le caiteachas poiblí a laghdú, cuireadh na leasuithe pá seo a leanas i bhfeidhm:

• Níor íocadh an babhta ginearálta arduithe pá faoi théarmaí an chomhaontaithe Athbhreithnithe agus Trasdula a bhí dlite sa bhliain 2009

• Cuireadh laghdú pinsin ag meán de beagnach 7% i bhfeidhm ar ioncam beagnach gach fostaí sa tseirbhís phoiblí

• Laghdú ar rátaí pá agus liúntas tagtha i bhfeidhm ar 1 Eanáir 2010.

De bhreis air sin, cuireadh moratóir ginearálta ar earcaíocht agus arduithe céime i bhfeidhm ar beagnach gach seirbhís phoiblí, tugadh scéimeanna luathscoir agus sosa gairme dreasaithe isteach.

chomh maith le saineolas d’fhorbairt na seirbhíse comhtháite trí gach céim den phleanáil, den fhorbairt agus den chur i bhfeidhm.

2. An Coiste Iniúchóireachta agus Riosca

A. Athbhreithniú agus Forbairt ar Chreat Bainistíochta Riosca

Sa bhliain 2009, thosaigh an Bord, le cúnamh ó shaineolas seachtrach, ar phróiseas comhairliúcháin d’athbhreithniú agus forbairt a dhéanamh ar chreat bainistíochta riosca don BNLO de réir na riachtanas atá leagtha amach sa Chód Cleachtais do Rialú Comhlachtaí Stáit.

Cuireadh Céim 1 den tionscadal i gcrích sa bhliain 2010 nuair a glacadh le clár riosca agus beartais don BNLO, ceapadh Príomhoifigeach Riosca agus nuair a leathnaíodh sainchúram an Choiste Iniúchóireachta le riosca a chur san áireamh. Is é atá i gceist le Céim 2 ná forbairt a dhéanamh ar chlár riosca feidhmiúil do gach réimse corparáideach agus forbairt leantach a dhéanamh ar shamhail chleachtais don SLO.

B. Clár Iniúchóireachta Inmheánaí

De thoradh ar phróiseas tairisceana reáchtáilte ag an nGrúpa Seirbhísí Comhroinnte Oideachais, ceapadh Deloitte do bhliain bhreise chun seirbhísí iniúchóireachta inmheánaí a sholáthar don BNLO. I rith 2010, choimisiúnaigh an Coiste Iniúchóíreachta agus Riosca roinnt iniúchóireachtaí agus rinne siad monatóireacht ar dhul chun cinn roinnt moltaí ó iniúchóíreachtaí a tharla cheana. Cuireadh na hiniúchóireachtaí seo a leanas i gcrích sa bhliain 2010:

• Athbhreithniú ar Rialaithe Inmheánacha Airgeadais

• Taisteal agus Cothú

• Rialachas

• Bailiú Sonraí agus Athbhreithniú Oibríochta Anailíse.

Ar an iomlán, dearbhaíodh go bhfuil an BNLO tar éis próisis agus socruithe rialaithe a chur i bhfeidhm atá tar éis cur le próiseas follasach agus cuntasach. Tugadh roinnt moltaí le linn na n-iniúchóireachtaí agus tá roinnt ábhar tosaíochta curtha san áireamh as BNLO ina Phlean gnó do 2011. Príomhthionscadal den chineál sin is ea an t-athbhreithniú ar fhorbairt córas bainistíochta cosanta sonraí.

C. Clár Oibre Iniúchóíreachta Seachtraí 2010

Cuireadh iniúchóireacht sheachtrach an Ard-Reachtaire Cuntas agus Ciste ar Chóras Rialaithe Inmheánach Airgeadais an BNLO i gcrích sa bhliain 2010 agus cuimsithe ann bhí Tuarascáil Bhliantúil an BNLO.

Chuir an C&AG iniúchóireacht Luach Ar Airgead i gcrích ar mhonatóireacht a dhéanamh ar fhreastal scoile agus tagraítear do seo i ar leathanach 10 den tuarascáil seo.

D. Measúnú ar an gCoiste Iniúchóireachta

Tosaíodh ar mheasúnú a dhéanamh ar an gCoiste Iniúchóireachta sa bhliain 2009 agus cuireadh i gcrích é sa bhliain 2010, agus baineadh de thátal as go gcomhlíonann feidhmíocht agus oibríocht an Choiste Bhainistíochta Iniúchóireachta agus Riosca príomhriachtanais an Chóid Chleachtais do Rialú Comhlachtaí Stáit (2009) agus Tuarascáil an Ghrúpa Oibre ar Chuntasacht Ard-Rúnaithe agus Oifigeach Cuntasaíochta (tuarascáil “Mullarkey”). Rinneadh athbhreithniú ar Chairt an Choiste Iniúchóireachta le go mbeadh an sainchúram bainistíochta riosca san áireamh, agus tá sé faofa ag an mBord.

3. An Coiste Monatóireachta Acmhainní

I mí Márta 2009, d’fhógair an Rialtas go mbeadh moratóir ar earcaíocht agus arduithe céime sna státseirbhísí agus sna seirbhísí poiblí. Toradh an bheartais seo ná go bhfuil ráta ard folúntais san BNLO. De réir phróisis bhainistíochta riosca an Bhoird agus d’fhonn droch-thionchar do leanaí leochaileacha a sheachaint, an riosca clú a bheadh ann don eagraíocht agus chun soiléire a sholáthar do pháirtithe leasmhara maidir leis na seirbhísí atá ar fáil, bhunaigh an Bord fochoiste um monatóireacht ar acmhainní i mí na Samhna 2010. Tá an fochoiste freagrach as maoirseacht a dhéanamh don Bhord ar an tionchar d’acmhainní a chur ar fáil do sholáthar seirbhíse sa tSeirbhís Leasa Oideachais. Tá an Coiste Monatóireachta Acmhainní comhdhéanta de 3 chomhalta Boird agus an POF agus is í an In. Michele Clear atá mar chathaoirleach air.

Seirbhísí Comhroinnte

De thoradh ar athbhreithniú OECD ar Sheirbhís Phoiblí na hÉireann - “Towards an Integrated Public Service” agus an Tuarascáil Tascfhórsa a tháinig as - “Transforming Public Services”, chuir an BNLO roimhe dul ar thóir deiseanna agus bheith páirteach i dtionscnaimh de sheirbhísí comhroinnte i réimsí na seirbhísí agus córas.

Ceann de na croíchuspóirí a bhí ag plean straitéiseach BNLO ná dul ar thóir, agus leas a bhaint as deiseanna do sheirbhísí comhroinnte laistigh den earnáil phoiblí mar mhodh don eagraíocht a gcuid costas a laghdú agus chun seirbhísí agus córais a sholáthar don eagraíocht nach mbeadh ar fáil ar bhonn costéifeachtach d’eagraíocht ar mhéid BNLO. Sa bhliain 2008, thosaigh an BNLO an próiseas seo le cúnamh ón Ionad Forbartha Bainistíochta agus Eagraíochta (CMOD) sa Roinn Airgeadais agus shuiteáil siad an Córas Bainistíochta Acmhainní Daonna, Peoplesoft.




An Bord

Bunaíodh Bord an BNLO faoin Acht Oideachais (Leas), 2000 agus tá sé comhdhéanta de Chathaoirleach agus 12 ghnáthbhall, an POF san áireamh. Ceapann an tAire Oideachais & Scileanna comhaltaí an Bhoird i ndiaidh dul i gcomhar le Ranna agus comhlachtaí forordaithe san Acht a bhfuil leas agus saineolas speisialta acu i ngnóthaí a bhaineann le feidhmeanna an Bhoird agus a sheasann do leanaí, daoine óga, teaghlaigh, scoileanna agus comhpháirtithe oideachais. Sonraítear comhaltaí uile an Bhoird ar leathanach 5.

An ról atá ag Bord BNLO ná ceannaireacht, treoir, tacaíocht agus comhairle a sholáthar don chomhlacht agus tiomantas a chur chun cinn i leith a gcroíluachanna, beartas agus cuspóirí. Mar chomhlacht rialaithe, tá an Bord freagrach chomh maith as a chinntiú go bhfuil córais rialaithe inmheánacha, comhlíonadh reachtúil agus oibríochta agus bainistíochta riosca i bhfeidhm.

Príomhfhócas de chuid an Bhoird sa bhliain 2010 ba ea comhtháthú na seirbhísí laistigh den Bhord agus a shainchúram leasaithe. Tháinig an Bord le chéile 17 n-uaire le linn 2010.

Bunaítear fochoistí an Bhoird chun maoirseacht a dhéanamh ar rialú roinnt gníomhaíochtaí rialaithe agus straitéiseacha an Bhoird. Sa bhliain 2010, bhí trí fhochoiste ag an mBord:

1. An Grúpa Stiúrtha Comhtháthaithe

Bunaíodh an Grúpa Stiúrtha Comhtháthaithe sa bhliain 2009 mar phríomhghné de rialú struchtúr an Tionscadail Chomhtháthaithe. Sainchúram an choiste seo ná maoirseacht, monatóireacht agus tacaíocht a thabhairt do chur i bhfeidhm chinntí beartais an Aire agus forbairt a dhéanamh ar chur chuige aonair don fhreastal, coinneáil agus rannpháirtíocht don BNLO; agus chun comhairle a chur ar an mBord maidir leo seo agus le gnóthaí gaolmhara. Tá an Grúpa Stiúrtha comhdhéanta de 6 chomhalta boird agus an POF agus is í an Seanadóir Eileen

Randles, Comhalta Boird, a bhí mar chathaoirleach ann. Tháinig an fochoiste le chéile 11 uair i rith 2010.

Is léiriú an tionscadal comhtháthaithe de chlár suntasach an athraithe, a áiríonn an-chuid oibre agus a leagann béim ar dhúshláin a éilíonn ceannaireacht láidir agus acmhainní bainistíochta imleora.

Cuireann comhairleoir seachtrach (arna cheapadh ag an mbord tar éis próiseas poiblí tairisceana) comhairle ar fáil don Ghrúpa Stiúrtha. Cuireann comhairleoir an tionscadail chomhtháthaithe idir chomhairle faoi bhainistíocht tionscadail agus chomhairle faoi bhainistíocht an athraithe ar fáil,

Tá an BNLO tiomanta d’acmhainneacht eagraíochta a fheabhsú agus tacú le baill foirne seirbhís ardchaighdeáin a sholáthar, ar aon dul lena Phlean Straitéiseach 2010-2011, Is Fiú Gach Leanbh.

Athbhreithniú ar 2010

Eolas Faoin Eagraíocht





• Acmhainneacht tuismitheoirí na dTaistealaithe tacú le foghlaim a leanaí trí chaidreamh maith oibre a chruthú le scoileanna

• Foghlaim fad saoil agus soláthar malartach.

Bhí obair an MCT le scoileanna sa bhliain 2010 dírithe ar:

• Rollú a éascú

• Caighdeán ard freastail a chur chun cinn

• Moladh go mbeadh na tacaíochtaí oideachais cuí i bhfeidhm

• Comhairle a thabhairt ar dhea-chleachtas, agus é a chur chun cinn, i soláthar tacaíochta foghlama do Thaistealaithe

• Socrú spriocanna agus measúnú rialta a spreagadh

• Cur chuige foirne a chur chun cinn sa scoil maidir le soláthar tacaí oideachais do Thaistealaithe

• Eolas rialtas agus cruinn a fháil ó scoileanna ar mhórcheisteanna bainteach le hoideachas Taistealaithe

• Comhthuiscint a chur chun cinn agus a spreagadh go gníomhach idir Taistealaithe agus scoileanna nuair is gá ar na bealaí seo a leanas:

1. Feasacht ar idirchultúrachas sa scoil a chur chun cinn

2. Feasacht ar an tábhacht a bhaineann le héiteas cuimsitheach a spreagadh

3. Freagra a thabhairt ar lorg tacaíochta i ndáil le mórcheisteanna tábhachtacha.

Cleachtais Oibre Comhoibritheacha

Cinntíonn cleachtais oibre comhoibritheacha go ndéantar tacaíochtaí iomchuí lasmuigh dóibh siúd tugtha ag an MCT i bhfeidhm sa scoil agus sa struchtúr soláthair leasa oideachais do leanaí Taistealaithe. Sa bhliain 2010, rinne an MCT obair i gcomhpháirt leis na heochair-phearsanra seo a leanas ag leibhéal áitiúil chun gníomhaíocht tacaíochta do Thaistealaithe a phleanáil, a chur i bhfeidhm agus a mheas:

• Oifigigh Leasa Oideachais

• Comhordaitheoirí Teagmhála Baile Scoile agus an Phobail

• Comhordaitheoirí an Chláir Críochnaithe Scoile

• Eagraithe Riachtanais Oideachais Speisialta

• Baill ó na seirbhísí tacaíochta oideachais

• Príomhphearsanra ó ghníomhaireachtaí reachtúla agus deonacha, eagraíochtaí Taistealaithe san áireamh

• POBAL, SNSO, Comhpháirtíochtaí Áitiúla, Coistí Cúraim Leanaí, Comhordaitheoirí Luath-Óige

• Baill den Chigireacht.

I measc na bpríomh-chomhpháirtithe ag leibhéal náisiúnta a raibh MCT ag obair leo sa bhliain 2010 tá:

• Stiúrthóirí na gClár Rochtana

• Coiste um Míbhuntáiste Oideachais

• Soláthar réamhsheirbhíse agus inseirbhíse

• An Chomhairle Náisiúnta Curaclaim agus Measúnachta

• Comhairle na nDámhachtainí Breisoideachais agus Oiliúna

• An tAonad Forbartha Curaclaim

• An tIonad Oideachais don Luath-Óige

• An Chomhairle Náisiúnta don Oideachas Speisialta

• An tSeirbhís Náisiúnta Síceolaíochta Oideachais.

Athbhreithniú ar 2010 - Ár SeirbhísAn tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe



Athbhreithniú ar 2010 - Ár Seirbhís

Déanann Seirbhís na Múinteoirí Cuartaíochta (MCT) obair chun oideachas do Thaistealaithe in Éirinn a chur chun cinn, a éascú agus cúnamh a thabhairt dó ón naíonra tríd an mbunscoil agus ar aghaidh chuig an iar-bhunscoil agus an Tríú Leibhéal nó níos faide san ardoideachas. Sa bhliain 2010, bhí 40 Múinteoir Cuartaíochta do Thaistealaithe (MCT) a bhí ag obair i bhfoirne de idir 2-6 bhall, agus bhí deich mball d’fhoireann réigiúnach ann. Cuireann an tseirbhís seo oideachas comhtháite do Thaistealaithe chun cinn.

Cuireann an MCT roimhe, trí úsáid a bhaint as a gcuid eolais, taithí agus tuisceana ar Thaistealaithe agus na mórcheisteanna oideachais a ghabhann le cultúr na dTaistealaithe, deis a chur ar fáil do thuismitheoirí Taistealaithe, a leanaí agus scoileanna dul i mbun próisis forbartha a uasmhéadaíonn leibhéil pháirtíochta agus ghnóthachtála, agus a chuireann oideachas cultúr-chuimsitheach chun cinn do chách.

Ag Obair le Teaghlaigh agus Forais Oideachais

Bhí obair an MCT do Thaistealaithe agus a dteaghlaigh i rith 2010 dírithe ar na gnéithe seo a leanas dá gcuid oideachais agus an rochtain acu ar an oideachas:

• Rannpháirtíocht i soláthar naíonraí áitiúla

• Rollú

• Freastal

• Rannpháirtíocht

• Dul chun cinn Cuí don Aois

• Idirthréimhse ón mbunscoil go hiar-bhunscoil

• Leanúint go deireadh na sraithe sinsearaí

• Teistiú

• Dul chun cinn go hoideachas Tríú Leibhéal

• Aghaidh a thabhairt ar riachtanais agus dúshláin shonracha na dTaistealaithe a mhaireann saol níos fánaíochta agus Taistealaithe a mhaireann ar thaobh bóithre, chun an oiread leanúnachais agus is féidir a sholáthar san oideachas

An tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe

Athbhreithniú ar 2010 - Ár SeirbhísAn Clár Críochnaithe Scoile

Tá na hidirghabhálacha seo anois mar bhonn an dea-chleachtais in obair an Chláir Chríochnaithe Scoile agus iad ag tacú le daoine óga atá i mbaol na luathfhágála scoile, agus tá siad ag teacht le tionscnaimh idirnáisiúnta.

Obair idirghníomhaireachta

Mar aitheantas ar an gcineál leathan na dtosca a théann i bhfeidhm ar fhreastal scoile, tá ionadaithe ón CCS ar roinnt grúpaí lena n-áirítear:

• Coiste Bainistíochta Oideachais Athbheochana Luimnigh – bunaithe chun torthaí oideachais sa Cheantar Athbheochana a thabhairt chun cinn

• Grúpa Oibre Litearthachta Teaghlaigh DES – ag cur litearthacht teaghlaigh chun cinn i gceantair DEIS

• Forbairt Ardchaighdeáin ar Sheirbhísí Lasmuigh den Scoil (FASLS) - Scáthghrúpa atá mar ionadaithe d’eagraíochtaí a dhéanann obair sa réimse lasmuigh den scoil

• Gnó sa Phobal (GSP) - Déanann CCS agus GSP comhoibriú chun socruithe san ionad oibre agus cláir mheantóireachta a sholáthar do Dhaltaí Sinsearacha i Scoileanna DEIS

• An Coiste Comhairleach Náisiúnta um Drugaí – ball den Ghrúpa Stiúrtha sannta le maoirseacht a dhéanamh ar chur i gcrích an taighde ar Thosca Riosca agus Cosanta i ndáil le hÚsáid Substaintí i measc Daoine Óga: Staidéar Comparáideach ar Luathfhágálaithe Scoile agus Daltaí atá ag Freastal ar Scoil

• Coiste Stiúrtha DEIS don Dara Leibhéal - comhoibriú idir gach seirbhís tacaíochta oideachais i Scoileanna DEIS a fhorbairt.

Forbairt Ghairmiúil Leanúnach sa bhliain 2010

Is ionann leanúint forbairt ghairmiúil leanúnach (FGL) agus bealach a ndéanann fostaithe a gcuid eolais agus scileanna a bheadh uathu ina saol gairmiúil a chaomhnú, a fheabhsú agus a leathnú trí chúrsaí oideachais, oiliúint, taithí oibre agus cleachtadh.

Cuireadh na hócáidí FGL seo a leanas ar bun in 2010:

• Thug comhordaitheoirí Áitiúla cúnamh do cheardlanna ar raon leathan ábhar inar áiríodh: ag iniúchadh na hidirthréimhse ón mbunscoil go hiar-bhunscoil; ceardlanna beochana

do dhaoine óga; gníomhaíochtaí spóirt do scoileanna; drámaíocht shamplach; líonraí tacaíochta a thógáil agus aghaidh a thabhairt ar easpa féinmheasa i measc daltaí

• Cuireadh cúrsaí inseirbhíse ar fáil do Chomhordaitheoirí Áitiúla agus Oibrithe Tionscadail i sé réigiún ar fud na hÉireann sa bhliain 2010 ar raon leathan ábhar amhail: féinmharú a chosc, ceardlanna ceoil; meabhairshláinte; ceardlanna drámaíochta; sábháilteacht phearsanta agus tionscnaimh spóirt scoile

• Oiliúint ionduchtaithe eagraithe do 12 Chomhordaitheoir Áitiúla CCS nua agus Clár leathan Inseirbhíse do Mhúinteoirí Cúnta soláthraithe do mhúinteoirí cúnta agus chlúdaigh sé bailiú eolais, atreorú, sonrú, taifeadadh agus ról na Foirne Cúraim Scoile

• FGL curtha ar fáil chomh maith do Mhúinteoirí Cúnta bunaithe. I measc na n-ábhar bhí: cur i láthair agus ceardlann ar mhórcheisteanna meabhairshláinte agus neamhoird iompair sa bhunscoil agus cur i láthair agus ceardlann dar teideal ‘Supporting the Support Teacher – Tools for Survival’.


Athbhreithniú ar 2010 - Ár SeirbhísAn Clár Críochnaithe Scoile

áitiúil de phríomhoidí, foireann STBSP, tuismitheoirí agus den phobal áitiúil a dhéanann treo an tionscadail agus úsáid na n-acmhainní atá ar fáil a bhainistiú. Go dtí seo, tá CCS curtha i bhfeidhm i 464 bunscoil agus 224 iar-bhunscoil.

Aidhmeanna Foriomlána

Seo a leanas aidhmeanna an Chláir Chríochnaithe Scoile:

• Daoine óga a choimeád sa chóras oideachais foirmiúil go dtí go gcríochnaíonn siad an tsraith shinsearach, nó scrúdú ar chomhchéim leis

• Cáilíocht agus rannpháirtíocht i ngnóthachtáil oideachais a fheabhsú do leanaí agus daoine óga sonracha sa phróiseas oideachais

• Na páirtithe leasmhara iomchuí go léir a thabhairt le chéile (baile, scoil, óige, pobal, reachtúil, agus deonach) chun aghaidh a thabhairt ar luathfhágáil scoile

• Tacaíochtaí dearfacha a sholáthar i mbunscoileanna agus iar-bhunscoileanna chun míbhuntáiste oideachais a chosc

• Daoine óga atá tar éis oideachas príomhshrutha a fhágáil a thabhairt ar ais chuig an scoil

• Tionchar dearfach a bheith againn ar bheartais a bhaineann le cosc luathfhágála scoile laistigh den chóras oideachais.

Eochair-phrionsabail

Tá an Clár Críochnaithe scoile bunaithe ar roinnt eochair-phrionsabail chomh maith:

• Rannpháirtíocht: Comhoibriú ar siúl ag scoileanna (bunscoileanna agus iar-bhunscoileanna), tuismitheoirí agus gníomhaireachtaí iomchuí go foirmiúil trí Choistí Bainistíochta Áitiúla agus go neamhfhoirmiúil trí Chomhordaitheoirí Áitiúla

• Cosc: Tacaíocht tugtha do dhaoine óga atá i mbaol luathfhágála scoile ó aois óg mar aitheantas go bhfuil tionchar ag gnéithe baile, scoile, timpeallachta, sóisialta agus eacnamaíocha ar an bpatrún den luathfhágáil scoile

• Cur chuige ó bhun aníos: Tacaíochtaí éagsúla ar fáil i ngach cnuascheantar (ceantar tionscadail), ag brath ar riachtanais áitiúla, mar aitheantas don fhíric go bhféadfadh tionchar a bheith ag tosca áitiúla ar an luathfhágáil scoile

• Critéir aontaithe: Tá cuimsiú an duine óig sa chlár bunaithe ar shraith critéar a dhíríonn orthu siúd is mó atá i mbaol na luathfhágála scoile

• Scoil uile: D’fhéadfaí leas a bhaint as cur chuige sa scoil uile chun nach ndéanfaí stiogma den chás do dhaoine óga atá i mbaol na luathfhágála scoile

• Tacaíocht leantach: Tacaíochtaí ar fáil ag am scoile, i ndiaidh scoile, lasmuigh den scoil agus i rith saoirí mar aitheantas ar an bhfíric go gcaithfear tacaíocht leantach a sholáthar do dhaoine óga atá i mbaol na luathfhágála scoile

• Briseadh patrún: An patrún de luathfhágáil scoile agus míbhuntáiste oideachais a bhriseadh, rud atá riachtanach don chlár.

Cuireadh i bhfeidhm an CCS ar dtús sa bhliain 2002 chun aghaidh a thabhairt ar mhórcheisteanna coinneála scoile go príomha. Léiríonn figiúir foilsithe ag an Roinn Oideachais & Scileanna sa bhliain 2010 laghdú i gcomhréir na luathfhágálaithe scoile ó 14.6% sa bhliain 2002 go 11.3% sa bhliain 2008, agus méadú ar líon na ndaoine a chríochnaíonn an tsraith shinsearach (82.6% sa bhlain 2000 go 86.7% sa bhliain 2007). Is léiriúchán maith é seo i gcomparáid le meán na hEorpa agus ní shroicheann sé spriocanna an AE, áfach.

Dea-chleachtas

Sa bhliain 2008, chuaigh an CCS i mbun próiseas comhairliúcháin le rannpháirtithe sa chlár agus le comhordaitheoirí chun na hidirghabhálacha agus tionscnaimh is mó a thug tacaíocht do leanaí a bhí i mbaol na luathfhágála scoile a aithint. Thairis seo, iad seo a leanas 16 de na hidirghabhálacha CCS is mó rath orthu a aithníodh:

• Gníomhaíocht sheach-churaclaim / spóirt

• Clubanna i ndiaidh am scoile / clubanna oibre baile

• Tacaíocht aonair / duine le duine / obair riachtanach / forbairt phearsanta / grúpobair

• Clubanna bricfeasta / clubanna lóin / béilí scoile

• Teiripí ilghnéitheacha2

• Cláir shamhraidh / turais oideachasúla

• Tacaíocht foghlama / tacaíocht Litearthachta agus Uimhearthachta3

• Rianú freastail / monatóireacht / dámhachtainí / luaíochtaí

• Cláir aistrithe / idirthréimhse / ionduchtú

• Foireann

• Comhoibriú idirghníomhaireachta / comhoibriú / teagmháil / líonrú

• Tacaíocht teaghlaigh / cuairteanna baile4

• Láimhseáil iompair / láimhseáil feirge / idirghabháil ag am fionraí

• Díriú ar dhaoine ar leith / Tosaíocht a dhéanamh de dhaoine óga atá i mbaol na luathfhágála scoile

• Meantóireacht

• Iompar.

2 Teiripe shúgartha, teiripe ealaíne, teiripe cheoil agus teiripe drámaíochta is féidir a mhaoiniú trí CCS.3 Tugann pearsanra CCS tacaíocht d’obair mhúinteoirí ranga agus múinteoirí acmhainne le comhaontú na scoileanna rannpháirteacha.4 Ní dhéanann pearsanra CCS Cuairteanna Baile ach amháin nuair atá comhaontú áitiúil faighte amhlaidh a dhéanamh.

Is éard atá sa Chlár Críochnaithe Scoile (CCS) ná clár a bhfuil mar aidhm aige tionchar dearfach suntasach a bheith aige ar leibhéil choinneála daoine óga i mbunscoileanna agus iar-bhunscoileanna agus ar líon na ndaltaí a chríochnaíonn an tsraith shinsearach, nó a choibhéis.

Luathfhágáil Scoile

Tá an Clár Críochnaithe scoile dírithe ar leanaí agus daoine óga atá i mbaol míbhuntáiste oideachais, luathfhágála agus i mbaol an scoil a fhágáil gan bheith ullamh leis. Go staitistiúil, tá sé níos dóchúla go bhfulaingeoidh luathfhágálaithe scoile eisiamh sóisialta agus dífhostaíocht nó tearcfhostíocht. Cé nach bhfuil an Ardteistiméireacht ina ghealltanas go mbeidh rath ar dhuine nó go mbainfidh siad cuimsiú sóisialta amach, aithnítear mar cháilíocht thábhachtach í ar an iliomad bealaí gairme.

Obair an Chláir Chríochnaithe Scoile

Tá an CCS bunaithe ar an gcoincheap de sheirbhísí comhtháite, ó fhorbairt shóisialta agus pearsanta go tacaíochtaí Iar-Scoile agus lasmuigh den scoil, ina gcuimsítear gníomhaíochtaí spóirt agus áineasa chomh maith le tacaíochtaí a dhíríonn ar shaol baile agus pobail an duine óig. Baintear cuspóirí an CCS amach go háitiúil trí raon idirghabhálacha agus tacaíochtaí a sholáthar ina n-áirítear clubanna bricfeasta, cláir mheantóireachta, teiripí ilghnéitheacha, agus tionscnaimh eile lasmuigh den scoil agus téann sé i gcomhar le heagraíochtaí pobail, óige agus spóirt agus le hionadaithe áitiúla ó chomhlachtaí reachtúla náisiúnta amhail Gardaí Pobail, Oifigigh Theagmhála don Óige, Oibrithe Sóisialta, pearsanra ón mBord Sláinte agus comhpháirtíochtaí Ceantarbhunaithe agus daoine eile nach iad.

Seirbhís Chomhordaithe

Tá an Clár Críochnaithe Scoile tacaithe ag foireann a chuimsíonn trí cinn de Chomhordaitheoirí Réigiúnacha, Oifigeach Taighde agus Forbartha agus tacaíocht riaracháin. Tugann na Comhordaitheoirí comhairle, agus déanann siad monatóireacht, ar fhorbairt pleananna agus spriocanna

áitiúla idirghníomhaireachta a dhéanann soláthar do raon leathan seirbhísí sonracha breise do dhaoine óga atá i mbaol na luathfhágála scoile.

Sa bhliain 2010, ba é an próiseas comhtháthaithe a bhí mar príomhfhócas na hoibre ag Foireann Chomhordaithe Náisiúnta CCS in éineacht le caomhnú gníomhaíochtaí seirbhísí reatha CCS. I rith na bliana, bhí 124 tionscadal áitiúil CCS ann a d’fhostaigh 251 comhalta foirne lánaimseartha agus 3,400 comhalta foirne páirtaimseartha. Tá coiste bainistíochta a stiúrann gach ceann de na 124 CCS


An Clár Críochnaithe Scoile

Athbhreithniú ar 2010 - Ár SeirbhísAn Scéim Teagmhála Baile, Scoile agus an Phobail

Cnuaschruinnithe

Le cur chuige comhordaithe a chinntiú san obair i scéim STBSP, reáchtáladh cnuaschruinnithe ag trí leibhéal éagsúla i rith 2010:

1. Reáchtáladh cnuaschruinnithe teaghlaigh ar bhonn seachtainiúil ar fud na tíre. Tá siad seo dírithe ar chomhordaitheoirí atá i ag déileáil le scoileanna agus teaghlaigh sa phobal céanna agus cuireann siad ar chumas comhordaitheoirí comhthionscnaimh a phleanáil agus obair bhuíne a éascú

2. Tógann cnuasaigh áitiúla, a fhreastalaíonn ar cheantair atá i ngiorracht a chéile, comhordaitheoirí le chéile chun samhla dea-chleachtais a phleanáil agus roinnt lena chéile

3. Eagraíodh cnuaschruinnithe ceantair uair sa téarma chun aghaidh a thabhairt ar mhórcheisteanna riachtanacha na scéime agus chun leas a bhaint as saineolas cainteoirí agus éascaitheoirí seachtracha. Tá 13 chnuascheantar i scéim iomlán STBSP.

Pobail Áitiúla Oideachais

Léiríonn taighde go gcaitheann daltaí beagnach 15% dá gcuid ama agus iad ina ndúiseacht ar scoil. Caitheann siad an 85% eile sa bhaile nó sa phobal. Léiríonn an fhíric seo an ról suntasach atá ag tuismitheoirí agus an pobal i bhforbairt agus oideachas leanaí agus daoine óga. Cruthaíonn scéim STBSP Coistí Áitiúla de thuismitheoirí, daltaí agus, scoileanna rannpháirteacha agus gníomhaireachtaí pobail d’fhonn naisc láidre scoile/baile a thógáil trí aghaidh a thabhairt ar roinnt mórcheisteanna comhshaoil agus oideachais a théann i bhfeidhm ar dhaltaí agus a dteaghlaigh, chomh maith leis an luach a bhaineann le rannpháirtíocht áitiúil i leas oideachais daoine óga sa phobal a aithint. Sa ghnáth-Choiste Áitiúil, d’fhéadfadh go mbeadh comhordaitheoir STBSP, comhordaitheoir CCS, comhaltaí foirne scoile leis an bpríomhoide san áireamh, tuismitheoirí, daltaí, ionadaithe ón lucht gnó áitiúil, chomh maith le hoibrithe ó ghníomhaireachtaí deonacha agus reachtúla bunaithe go háitiúil.

Tionscadal ‘One Book’

Forbraíodh an tionscadal ‘One Book’ trí Choistí Áitiúla TBSP ar fud na tíre agus tá ag éirí go hiontach leis. An cuspóir simplí a bhaineann leis ná an taitneamh as léitheoireacht a chur chun cinn sa bhaile agus sa phobal. Sa bhliain 2010, seoladh an-chuid tionscadal, rud a chruthaigh comhoibriú láidir pobail agus spéis forleathan sa léitheoireacht. Tá sé tar éis pobail iomlána a thabhairt le chéile ar bhealach fíorthaitneamhach, ag baint leasa as acmhainní, gníomhaireachtaí, seirbhísí leabharlainne agus pearsanra scoile. Seo a leanas an fhormáid a úsáideadh:

1. Roghnaítear ar leabhar spéisiúil aontaithe agus glacann cnuasghrúpa de scoileanna leis

2. Tugtar cuireadh do dhaltaí, do thuismitheoirí agus do ghrúpaí pobail an leabhar sin a léamh

3. Tugtar leabhair chuig baile gach comhordaitheora TBSP agus/nó tuismitheora

4. Léitear na leabhair i gcomhthráth sa ran, ag an mbunleibhéal agus an iar-bhunleibhéál agus sa bhaile

5. Bunaítear struchtúr cumarsáide idir an múinteoir ranga agus na tuismitheoirí

6. Seoltar pacáiste Leabhar abhaile ina bhfuil leabhar, bileoga oibre, leathanach do thuismitheoirí le tuairimí a bhreacadh síos air

7. A bhuíochas le ceistneoir, le cur i gcrích ag tuismitheoirí a luaithe is atá an leabhar léite, cinntítear go mbainfear úsáid as seo go forleathan.

Gné shaibhir den tionscnamh seo ná gur féidir le múinteoir an leabhar, agus go minic déantar é, a ghlacadh i gClár Scoile an Teastais Shóisearaigh (CSTS), i ngrúpaí litearthachta do dhaoine fásta nó i roinnt suíomhanna oideachais eile sa chomharsanacht. De bhreis air sin, tá roinnt mhaith gníomhaíochtaí, amhail comórtais ealaíne, rianta oidhreachta, quizeanna boird agus crosfhocail, a chuidíonn le tuiscint, eolas agus spéis maidir leis an teideal roghnaithe nó a ábhair.



Seo a leanas aidhmeanna TBSP:

• Rannpháirtíocht ghníomhach leanaí sa phróiseas oideachais a uasmhéadú, iad siúd a d’fhéadfadh bheith i mbaol teipthe ach go háirithe

• Comhoibriú gníomhach a chur chun cinn idir bailte, scoileanna agus gníomhaireachtaí pobail iomchuí in leas oideachais leanaí a dhéanamh mar thosaíocht

• Feasacht i measc tuismitheoirí a mhéadú i ndáil lena gcuid acmhainní féin agus dul chun cinn oideachais a linbh a leasú agus tacú leo seo a bhaint amach

• Roghnúchán leanaí freastal ar an oideachas, a gcoinneáil sa chóras oideachais, a leanúint go hoideachas neamhéigeantach agus go tríú leibhéal agus a ndearcthaí i leith foghlaim fadsaoil araon a leasú

• Na torthaí a bhaineann leis an STBSP a scaipeadh ar an gcóras scoile i gcoitinne.

Bunphrionsabal na Scéime TBSP

• Is comhpháirtíocht agus comhoibriú bunchuspóirí na scéime de scileanna comhthairbheacha tuismitheoirí agus múinteoirí

• Tá an scéim seo aontaithe agus comhtháite ag leibhéal bunscoile agus dara leibhéal araon

• Tá an scéim seo coisctheach go bunúsach, ní íceach

• Tá an scéim STBSP seo dírithe ar aosaigh a dtéann a ndearcthaí agus a gcuid iompair i gcion ar shaol leanaí, is é sin, tuismitheoirí agus múinteoirí

• Bunús gníomhaíochtaí na scéime STBSP ná riachtanais a aithint agus freastal ar na riachtanais sin

• Forbraíonn an scéim seo dearcthaí múinteoirí agus comhaltaí foirne i réimsí na rannpháirtíochta agus cur chuige sa scoil uile

• Cuireann an scéim seo dearcthaí féinchúnaimh agus neamhspleáchais chun cinn

• Tá cuairteanna baile mar phríomhghné i gcaidreamh maith a chruthú le teaghlaigh

• Déanann líonrú le hobair na ngníomhaireachtaí deonacha agus reachtúla chun éifeachtacht a mhéadú, déanann sé deireadh a chur le hathobair agus tá se ina bhealach soláthar comhtháite seirbhíse a bhaint amach do leanaí imeallaithe agus a dteaghlaigh

• Is gealltanas fadtéarmach é STBSP

• Is gníomhaire athraithe é an comhordaitheoir teagmhála

• ‘Úinéireacht’ pobail na scéime a chur chun cinn trí fhorbairt Coistí Áitiúla

Forbairt Foirne

Tharla cláir forbartha foirne chuimsitheacha i scoileanna ainmnithe (go háirithe iad siúd atá tar éis glacadh le STBSP le

déanaí) sa bhliain 2010. Aidhmeanna príomha na hoibre seo ná tuiscint ar mhíbhuntáiste oideachais a mhionléiriú, ról an chomhordaitheora STBSP a shoiléiriú don phobal agus do thuismitheoirí agus luach na comhpháirtíochta, comhoibrithe agus líonraithe le gníomhaireachtaí iomchuí a léiriú.

Sa bhliain 2010 rinne Foireann Náisiúnta na scéime TBSP iniúchadh agus forbairt ar shamhail oibre chomhoibritheach, comhtháite leis an CCS, MCT agus SLO, i bhfianaise shainchúraim leathnaithe an BNLO. Aithníodh tábhacht chur chuige struchtúrtha sa scoil uile maidir le mórcheisteanna freastail, ag baint úsáide as tacaíochtaí uile na scoile, i rith seisiún forbartha foirne. Athdhearbhaíodh ról onnghníomhach chomhordaitheoirí TBSP atá ag obair le teaghlaigh.

Forbairt Ghairmiúil Leanúnach (FGL)

Laistigh de chomhthéacs ina bhfuil an struchtúr eagraíochtúil ag athrú, mheas Foireann Náisiúnta TBSP a feidhm FGL a bheith tábhachtach go háirithe le linn 2010. Tugadh tús áite do chuidiú leis an bhfoireann machnamh go dearfach ar a bhfuil luachmhar chun a gcuid oibre a chosaint agus a chaomhnú i gcomhthéacs na n-impleachtaí eagraíochtúla a bhaineann le comhtháthú an BNLO. Thug lucht bainistíochta TBSP isteach formáid nua de sholáthar inseirbhíse d’fhoireann TBSP a thaispeánann an t-infheistiú suntasach agus d’éirigh go maith leis.

Le linn sé cinn déag de cheardlanna arna reáchtáil le linn 2010, arna stiúradh ag Paula Downey de Downey-Youell Associates, tosaíodh ar phróiseas comhráiteach bunaithe ar shraith de phrionsabail dearaidh comhtháite ar a dtugtar teicníc World Café. Tháinig foireann le céile i mBaile Átha Cliath, i gCill Chainnigh, i gCorcaigh agus i Sligeach, mar ar tugadh an deis do chomhordaitheoirí TBSP machnamh agus athnuachan a dhéanamh ar a bhfís féin, iniúchadh a dhéanamh ar chroíphrionsabail TBSP ar gá iad a chaomhnú san obair, agus iniúchadh a dhéanamh ar dheiseanna arna soláthar ag seachadadh seirbhíse aonair an BNLO. D’oibrigh an próiseas a d’úsáid Downey-Youell, trí shamhail d’fhoghlaim, de mhachnamh agus d’athnuachan an rannpháirtí. Sa phróiseas, dearbhaíodh an tábhacht a bhaineann le gnóthachtálacha beaga, ach tugadh dúshlán do na rannpháirtithe uile díriú, le béim athnuaite, ar obair go comhtháite. B’ullmhúchán úsáideach é seo do na hathruithe riachtanacha a tharlóidh sna blianta beaga amach romhainn.

In Earrach 2010, cuireadh clár iondochtúcháin ceithre lá ar fáil le dhá lá de dhul siar, do 80 comhordaitheoir nuacheaptha de chuid TBSP. Bhí béim na hoiliúna seo ar chroíphrionsabail na scéime TBSP a chur in iúl agus na scileanna agus an fhéinmhuinín a thabhairt do na comhordaitheoirí nua obair i gcomhar le tuismitheoirí, le foireann scoile agus le pobail.

Athbhreithniú ar 2010 - Ár SeirbhísAn Scéim Teagmhála Baile, Scoile agus an Phobail


Is straitéis choisctheach scoilbhunaithe í an Scéim Theagmhála Baile, Scoile agus Pobail (STBSP) atá dírithe ar leanaí agus daoine óga atá i mbaol gan lán a gcumas sa chóras oideachais a bhaint amach. Féadann na fáthanna a ghabhann le tearcghnóthachtáil bheith ilghnéitheach, ach

áirítear go minic iontu cúlra gnéithe a bhfuil drochthionchar acu ar

ghnóthachtáil agus coinneáil scoile.

Bunbheartas scéime an STBSP ná dul ar thóir na comhpháirtíochta idir tuismitheoirí agus múinteoirí, agus í a chur chun cinn. Cuspóir na comhpháirtíochta seo ná deiseanna foghlama daltaí a leasú agus a gcoinneáil sa chóras oideachais a

chur chun cinn. Díríonn sé ar na daoine fásta

suntasacha i saol oideachais na leanaí agus baineann sé

sochair indíreacha amach do leanaí

dá bharr. Cuimsithe

ann tá

ainmniú (imlonnú) múinteoirí i scoileanna a bheidh mar cheannairí san obair seo - tá gach ball de chuid na scéime TBSP ina múinteoirí.

I rith 2010, bhí an próiseas comhtháthaithe leis an CCS, MCT agus SLO faoi choimirce an BNLO, ag obair i dtreo chur chuige aonair straitéiseach don fhreastal, coinneáil agus rannpháirtíocht, mar phríomhábhar ag foireann náisiúnta TBSP. Cothromaíodh rannpháirtíocht sa phróiseas seo, fad is a bhíothas ag cothú seirbhísí tacaíochta bunaithe do thuismitheoirí agus scoileanna, le soláthar oiliúna agus forbartha gairmiúla d’fhoireann TBSP ar fud na tíre. Leis an mbéim ar leith a cuireadh ar aosaigh i saol na leanaí agus na ndaoine óga sonraithe sa scéim seo, cuireann an scéim TBSP seasamh luachmhar ar fáil dá chomhghleacaithe ag dul i mbun na mórcheisteanna freastail, rannpháirtíochta agus coinneála.

Tá an tseirbhís seo á comhordú ag Foireann Réigiúnach atá comhdhéanta de thriúr Comhordaitheoirí Náisiúnta a chuireann ceannaireacht, treoir, forbairt ghairmiúil agus comhordú ar fáil do bhreis is 450 comhordaitheoir áitiúil atá fostaithe i mbunscoileanna agus iar-bhunscoileanna DEIS ar fud na tíre.

An dá phríomhghné a bhaineann leis an gclár ná:

1. Comhpháirtíochtaí a chruthú idir tuismitheoirí agus múinteoirí ar mhaithe le foghlaim leanaí, trí chuairteanna baile, cúrsaí, rannpháirtíocht tuismitheoirí sa scoil a spreagadh agus raon leathan idirghabhálacha agus tacaíochtaí díreacha eile

2. Obair le foirne scoileanna chun rannpháirtíocht le tuismitheoirí a fhorbairt, a spreagadh agus a chothabháil.

Fís STBSP ná sochaí chomhionann chuimsitheach chomhbhách a bhaint amach inar féidir le gach leanbh lán a gcumas a shroicheadh agus bheith in ann cur le forbairt pobail agus saoránacht páirtí.

An Scéim Teagmhála Baile, Scoile agus an Phobail

Is é an Fógra Freastail Scoile (FFS) an chéad chéim i bhforfheidhmiú an dlí seo. Nuair a eisítear FFS, féadann an OLO tosú ar phróiseas monatóireachta foirmiúil a dhéanamh ar shuíomh an linbh, agus tugtar deis leathan don tuismitheoir nó caomhnóir aghaidh a thabhairt ar na mórcheisteanna bunúsacha i gcomhar leis an OLO agus an scoil. Ó am go ham, féadann rannpháirtíocht gníomhairí agus seirbhísí eile chun tacaíocht bhreise a thairiscint don teaghlach bheith imleor don chás a réiteach.

Ó Eanáir go deireadh mhí na Nollag 2010, eisíodh 410 FFS i ndáil le 268 leanbh. Go dtí seo, tá 1569 FFS eisithe ag an BNLO.

I rith 2010, d’eisigh an BNLO 95 toghairm nua i ndáil le 63 leanbh. Tugadh 104 toghairm ar aghaidh ón mbliain roimhe, rud a thóg líon iomlán na gcásanna amuigh sa bhliain 2010 go 199.

• Ciontaíodh 52 acu

• Scriosadh amach, aistarraingíodh nó díbheadh 22 acu

• Tógadh 125 acu ar aghaidh go 2011.

Treoirlíne Dlí

I rith 2010, thosaigh an BNLO ar athbhreithniú a dhéanamh ar a gcuid treoirlínte foirne maidir le gnáis i gcoinne tuismitheoirí a thug faillí i gcinntiú a leanaí a chur ag freastal ar an scoil. Sonraíonn na treoirlínte dea-chleachtas i ndáil le paraiméadair agus cleachtas dlí a rialaíonn eisiúint Fógraí Freastail Scoile agus toghairmeacha faoi Alt 25 den Acht Oideachais (Leas), 2000.

Sa bhliain 2008 nuashonraíodh an chéad sraith treoirlínte dlí a scaipeadh ar an bhfoireann sa bhliain 2006. Sna trí bliana ó shin tá baisc thaithí agus foghlama forbartha ag an tSeirbhís Leasa Oideachais i ndáil le himeachtaí dlí arbh ghá a chur san eagraíocht. Léiríonn na treoirlínte athbhreithnithe an fhoghlaim seo agus tá siad nasctha go dlúth leis an gcóras nua bainistíochta cásanna, atá pléite cheana féin. Is réimse thar a bheith casta é an treoir chleachtas-bhunaithe agus is acmhainn thar a bheith luachmhar é do na OLOanna.

Oideachas Lasmuigh de Scoileanna Aitheanta

Tá sé luaite in Alt 14 (1) den Acht Oideachais (Leas), 2000, go bhfuil dualgas ar an BNLO clár a bhunú agus a chaomhnú de gach leanbh atá ag fáil oideachais in áit nach scoil aitheanta í. Cuireann an tAcht síos ar an bpróiseas iarratais, measúnaithe, cláraithe agus achomhairc a bhfuil de cheangal ar BNLO cloí leis.

Ag deireadh 2010, bhí 640 leanbh cláraithe san BNLO de bheith ag fáil oideachais sa bhaile. Le linn na bliana 2010 cuireadh i gcrích 189 ‘réamh-mheasúnú’ agus deich measúnú ‘chuimsitheacha’. Bhí 7,512 leanbh cláraithe ag

BNLO de bheith ag fáil oideachais i scoileanna neamh-aitheanta ar fud na hÉireann.

Déanann an tOifigeach Leasa Oideachais Sinsearach (OLOS) an tseirbhís seo a bhainistiú a fhostaíonn duine údaraithe lánaimseartha amháin agus painéal saineolaithe atá coimisiúnaithe ‘réamh-mheasúnuithe’, ‘measúnaithe cuimsitheacha’ agus ‘athbhreithniú monatóireachta leantach’ a dhéanamh ar fud na hÉireann. Sa bhliain 2010, ghlac seisear OLO páirt in oiliúint i réamh-mheasúnuithe agus tá siad anois oilte le cuidiú sa phróiseas seo. Le linn 2010, cuireadh i gcrích 44 athbhreithniú monatóireachta.

Sprioc Straitéiseach 4

Forbróidh an BNLO samhlacha dea-chleachtais san BNLO; cruthóimid comhpháirtíochtaí laistigh den chóras oideachais le gníomhaireachtaí eile a d’fhéadfadh dul i gcion go dearfach ar fhreastal scoile.

Prótacail Idirgníomhaireachta

Dearbhaíonn an BNLO an tábhacht a bhaineann le hobair idirghníomhaireachta i gcinntiú go mbaineann leanaí a léiríonn deacrachtaí freastail leas as comhoibriú agus comhordú gairmiúil. In éineacht le próiseas comhtháthaithe an SLO, CCS, STBSP agus MCT, rinne an BNLO obair le gníomhaireachtaí eile a bhfuil róil agus freagrachtaí i ndáil le freastal scoile agus leas leanaí d’fhonn an úsáid is éifeachtaí a bhaint as láidreachtaí uile agus ilchineálach gach páirtí. Is é an tAcht Oideachais (Leas), 2000, a thugann údarás don chomhoibriú idirghníomhaireachta seo agus tá sé ina phríomhshraith de bheartas Rialtais i soláthar seirbhísí ardchaighdeáin poiblí.

D’fhógair an Chomhairle Náisiúnta um Oideachas Speisialta agus an BNLO go raibh socruithe oibre idirghníomhaireachta foirmiúla ar bun eatarthu sa bhliain 2009 agus rinne siad níos coimpléascach an caidreamh sin i rith 2010 - i ndáil le leanaí a bhfuil comhbhaint ag an dá ghníomhaireacht leo. Aontaíodh ar phlean feidhmíochta idir na bainisteoirí, aithníodh tosaíochtaí agus cumadh próiseas bailithe sonraí do chásanna a raibh comhobair déanta ag an dá ghníomhaireacht orthu.

Lean an BNLO lena chuid oibre ar fhorbairt prótacal le Feidhmeannacht na Seirbhíse Sláinte sa bhliain 2010. Tá beartais chosanta leanaí soiléire i bhfeidhm a rialaíonn ár gcuid freagrachtaí as leanaí nuair a léirítear ábhar imní i gcás cosaint leanaí. Tá aghaidh á thabhairt ar an mórcheisteanna leathana de shocruithe oibre do leanaí a bhfuil ceachtar den dá ghníomhaireacht buartha fúthu, chomh maith le leanaí atá faoi chúram, inár gcuid oibre prótacail.

Athbhreithniú ar 2010 - Ár SeirbhísAn tSeirbhís Leasa Oideachais



Sa bhliain 2010, lean an BNLO air ag déanamh forbartha agus caomhnaithe ar shocruithe oibre gairmiúla iontacha le raon leathan soláthraithe seirbhíse reachtúla agus deonacha, a dhéanann obair le leanaí leochaileacha agus a dteaghlaigh ag leibhéal áitiúil agus náisiúnta.

Bainistíocht Cháis na nGardaí

Sa bhliain 2010, chuir Clár na nGardaí um Athstiúradh don Óige clár oiliúna sa bhainistíocht cáis do Ghardaí Áitiúla ar fud na tíre. Tosaíodh agus rinneadh measúnú ar an gclár seo i gCeantar Cathrach Bhaile Átha Cliath leis an gcuspóir Garda amháin a shannadh d’ógánach ciontuithe aonair. Aithníodh teagmháil BNLO mar chomhoibriú tábhachtach idirghníomhaireachta, agus thosaigh Bainisteoirí Réigiúnacha agus Oifigigh Leasa Oideachais Shinsearacha sraith de chruinnithe faisnéise ar an gcineál oibre a bhíonn ar siúl ag BNLO le teaghlaigh agus ar chomhroinnt faisnéise.

Tionscadal Aoine an Chéasta - Tuaisceart agus Deisceart

Sa bhliain 2010, ghlac ionadaithe ón BNLO, an ROS agus an Roinn Oideachais, Tuaisceart Éireann páirt sa Ghrúpa Tearcghnóthachtála sa Tuaisceart/Deisceart, tionscnamh a bunaíodh mar pháirt de Chomhaontú Aoine an Chéasta 1998. Díríonn an grúpa ar raon mórcheisteanna oideachais, lena n-áirítear uimhearthacht, litearthacht, piarfhoghlaim, an tascfhórsa Taistealaithe, chomh maith le mórcheisteanna freastail agus coinneála d’fhonn tacaíocht ghairmiúil fhrithpháirteach agus comhroinnt dea-chleachtais a chur chun cinn.

Mapáil próisis

Sa bhliain 2010, tosaíodh ar phróiseas chun measúnú a dhéanamh ar na bearnaí feidhmiúlachta atá ann i gcóras reatha TF an BNLO agus sa Chóras Píolótach Bainistíochta Cásanna. Leanfaidh an obair seo ar aghaidh sa bhliain 2011 chun bonn eolais a thabhairt do leasuithe teicniúla is gá chun freastal ar an bhfócas ar shamhail chleachtais agus próiseas atreorúcháin.

Ceardlanna Cuimsithe Sóisialta

Ba í 2010 Bliain Eorpach le dul i gComhrac le Bochtaineacht agus Eisiamh Sóisialta. Na príomhchuspóirí a bhain leis ná feasacht an phobail a mhéadú agus tiomantas polaitiúil an AE agus na Ballstáit a athnuachan le dul i ngleic le bochtaineacht agus eisiamh sóisialta.

Sannadh an Roinn Cuimsithe Sóisialta den Roinn Gnóthaí Sóisialacha agus Teaghlaigh mar Chomhlacht Náisiúnta Feidhmiúcháin do Chlár Náisiúnta na hÉireann don Bhliain AE. Mar pháirt de chlár na hÉireann, bhí Rannóg Chuimsithe Sóisialta na Roinne Pobail, Comhionannais agus Gnóthaí Gaeltachta ag obair le Comharchumann na nOibrithe Pobail

(COP), agus an Chomhghuaillíocht Phobail chun roinnt Seimineár Réigiúnach a reáchtáil.

D’fhreastail an BNLO ar thrí cinn de na seimineáir seo i nGaillimh, Dún Dealgan agus Dún na nGall. Thug OLO aitheasc ar a samhail chleachtais agus próisis tarchuir nuafhorbartha (féach Seirbhís Leasa Oideachais leathanach 11) i gceardlanna ar an mbochtaineacht san óige, a dearadh chun samplaí dea-chleachtais a roinnt. Leag cur i láthair an BNLO béim ar an riachtanas a bhaineann le hobair idirghníomhnaireachta i rochtain a chinntiú ar acmhainní, tacaíochtaí agus seirbhísí imleora d’fhonn rannpháirtíocht iomlán, chomhionann san oideachais a chinntiú.

Coistí na Seirbhísí do Leanaí

Bunaíodh an Grúpa Náisiúnta um Fheidhmiú na Straitéise do Leanaí (GNFSL) sa bhliain 2006 chun maoirseacht a dhéanamh ar chur i bhfeidhm pleananna agus beartais straitéiseacha a foilsíodh i ndáil le seirbhísí do leanaí in Éirinn.

Mar pháirt den phróiseas seo, rinne an GNFSL maoirseacht ar bhunú 34 Coiste Seirbhísí do Leanaí (CSL) ar fud na tíre. Cuirtear de shainchúram ar na coistí seo feabhas a chur ar shaol leanaí agus a dteaghlaigh ag leibhéal áitiúil agus pobail trí phleanáil, obair agus soláthar seirbhíse comhtháite a chur ar fáil.

Bunaítear na CSL faoi na Boird Forbartha Contae reatha ar fud an chontae. An cuspóir acu ná na seirbhísí láithreacha a mhapáil do leanaí agus teaghlaigh sa cheantar, machnamh a dhéanamh ar leas na leanaí agus na dteaghlach sa cheantar agus plean oibre a fhorbairt chun gníomhaíochtaí tosaíochta a aithint chun cur le hobair idirghníomhaireachta agus í a threisiú.

Tá BNLO ionadaithe ar CSL Luimnigh, Dheisceart Bhaile Átha Cliath, Fhine Gall, Chathair Bhaile Átha Cliath agus Chill Dara ag Bainisteoir Réigiúnach ón tSeirbhís Leasa Oideachais.

Ní hé amháin go nglacann an BNLO páirt i bpleanáil straitéiseach ag leibhéal Coiste agus ag leibhéal fochoiste chomh maith, ach glacann páirt freisin ar thionscnaimh idirghníomhaireachta a thugann aghaidh ar riachtanais leanaí agus teaghlaigh i gcomhar le soláthraithe seirbhíse áitiúla eile.

Tá an plean oibre atá forbartha ag gach CSL deartha chun freagairt do riachtanas áitiúil, ach ceaptar go ndéanfar tionscnaimh ar dearadh measúnú orthu agus a léirigh go raibh tionchar maith acu ar leanaí agus a dteaghlaigh a roinnt i measc na CSL ar fad. Táirgeadh sraith straitéisí bunaithe ar an gcéad chéim forbartha chun tacú le CSL nua as iad ag cruthú a bpleananna oibre féin. Tá sé beartaithe go mbeidh 20 CSL i bhfeidhm ar fud na tíre roimh 2012.


Is é an Fógra Freastail Scoile (FFS) an chéad chéim i bhforfheidhmiú an dlí seo. Nuair a eisítear FFS, féadann an OLO tosú ar phróiseas monatóireachta foirmiúil a dhéanamh ar shuíomh an linbh, agus tugtar deis leathan don tuismitheoir nó caomhnóir aghaidh a thabhairt ar na mórcheisteanna bunúsacha i gcomhar leis an OLO agus an scoil. Ó am go ham, féadann rannpháirtíocht gníomhairí agus seirbhísí eile chun tacaíocht bhreise a thairiscint don teaghlach bheith imleor don chás a réiteach.

Ó Eanáir go deireadh mhí na Nollag 2010, eisíodh 410 FFS i ndáil le 268 leanbh. Go dtí seo, tá 1569 FFS eisithe ag an BNLO.

I rith 2010, d’eisigh an BNLO 95 toghairm nua i ndáil le 63 leanbh. Tugadh 104 toghairm ar aghaidh ón mbliain roimhe, rud a thóg líon iomlán na gcásanna amuigh sa bhliain 2010 go 199.

• Ciontaíodh 52 acu

• Scriosadh amach, aistarraingíodh nó díbheadh 22 acu

• Tógadh 125 acu ar aghaidh go 2011.

Treoirlíne Dlí

I rith 2010, thosaigh an BNLO ar athbhreithniú a dhéanamh ar a gcuid treoirlínte foirne maidir le gnáis i gcoinne tuismitheoirí a thug faillí i gcinntiú a leanaí a chur ag freastal ar an scoil. Sonraíonn na treoirlínte dea-chleachtas i ndáil le paraiméadair agus cleachtas dlí a rialaíonn eisiúint Fógraí Freastail Scoile agus toghairmeacha faoi Alt 25 den Acht Oideachais (Leas), 2000.

Sa bhliain 2008 nuashonraíodh an chéad sraith treoirlínte dlí a scaipeadh ar an bhfoireann sa bhliain 2006. Sna trí bliana ó shin tá baisc thaithí agus foghlama forbartha ag an tSeirbhís Leasa Oideachais i ndáil le himeachtaí dlí arbh ghá a chur san eagraíocht. Léiríonn na treoirlínte athbhreithnithe an fhoghlaim seo agus tá siad nasctha go dlúth leis an gcóras nua bainistíochta cásanna, atá pléite cheana féin. Is réimse thar a bheith casta é an treoir chleachtas-bhunaithe agus is acmhainn thar a bheith luachmhar é do na OLOanna.

Oideachas Lasmuigh de Scoileanna Aitheanta

Tá sé luaite in Alt 14 (1) den Acht Oideachais (Leas), 2000, go bhfuil dualgas ar an BNLO clár a bhunú agus a chaomhnú de gach leanbh atá ag fáil oideachais in áit nach scoil aitheanta í. Cuireann an tAcht síos ar an bpróiseas iarratais, measúnaithe, cláraithe agus achomhairc a bhfuil de cheangal ar BNLO cloí leis.

Ag deireadh 2010, bhí 640 leanbh cláraithe san BNLO de bheith ag fáil oideachais sa bhaile. Le linn na bliana 2010 cuireadh i gcrích 189 ‘réamh-mheasúnú’ agus deich measúnú ‘chuimsitheacha’. Bhí 7,512 leanbh cláraithe ag

BNLO de bheith ag fáil oideachais i scoileanna neamh-aitheanta ar fud na hÉireann.

Déanann an tOifigeach Leasa Oideachais Sinsearach (OLOS) an tseirbhís seo a bhainistiú a fhostaíonn duine údaraithe lánaimseartha amháin agus painéal saineolaithe atá coimisiúnaithe ‘réamh-mheasúnuithe’, ‘measúnaithe cuimsitheacha’ agus ‘athbhreithniú monatóireachta leantach’ a dhéanamh ar fud na hÉireann. Sa bhliain 2010, ghlac seisear OLO páirt in oiliúint i réamh-mheasúnuithe agus tá siad anois oilte le cuidiú sa phróiseas seo. Le linn 2010, cuireadh i gcrích 44 athbhreithniú monatóireachta.


Forbróidh an BNLO samhlacha dea-chleachtais san BNLO; cruthóimid comhpháirtíochtaí laistigh den chóras oideachais le gníomhaireachtaí eile a d’fhéadfadh dul i gcion go dearfach ar fhreastal scoile.

Prótacail Idirgníomhaireachta

Dearbhaíonn an BNLO an tábhacht a bhaineann le hobair idirghníomhaireachta i gcinntiú go mbaineann leanaí a léiríonn deacrachtaí freastail leas as comhoibriú agus comhordú gairmiúil. In éineacht le próiseas comhtháthaithe an SLO, CCS, STBSP agus MCT, rinne an BNLO obair le gníomhaireachtaí eile a bhfuil róil agus freagrachtaí i ndáil le freastal scoile agus leas leanaí d’fhonn an úsáid is éifeachtaí a bhaint as láidreachtaí uile agus ilchineálach gach páirtí. Is é an tAcht Oideachais (Leas), 2000, a thugann údarás don chomhoibriú idirghníomhaireachta seo agus tá sé ina phríomhshraith de bheartas Rialtais i soláthar seirbhísí ardchaighdeáin poiblí.

D’fhógair an Chomhairle Náisiúnta um Oideachas Speisialta agus an BNLO go raibh socruithe oibre idirghníomhaireachta foirmiúla ar bun eatarthu sa bhliain 2009 agus rinne siad níos coimpléascach an caidreamh sin i rith 2010 - i ndáil le leanaí a bhfuil comhbhaint ag an dá ghníomhaireacht leo. Aontaíodh ar phlean feidhmíochta idir na bainisteoirí, aithníodh tosaíochtaí agus cumadh próiseas bailithe sonraí do chásanna a raibh comhobair déanta ag an dá ghníomhaireacht orthu.

Lean an BNLO lena chuid oibre ar fhorbairt prótacal le Feidhmeannacht na Seirbhíse Sláinte sa bhliain 2010. Tá beartais chosanta leanaí soiléire i bhfeidhm a rialaíonn ár gcuid freagrachtaí as leanaí nuair a léirítear ábhar imní i gcás cosaint leanaí. Tá aghaidh á thabhairt ar an mórcheisteanna leathana de shocruithe oibre do leanaí a bhfuil ceachtar den dá ghníomhaireacht buartha fúthu, chomh maith le leanaí atá faoi chúram, inár gcuid oibre prótacail.




Sa bhliain 2010, lean an BNLO air ag déanamh forbartha agus caomhnaithe ar shocruithe oibre gairmiúla iontacha le raon leathan soláthraithe seirbhíse reachtúla agus deonacha, a dhéanann obair le leanaí leochaileacha agus a dteaghlaigh ag leibhéal áitiúil agus náisiúnta.

Bainistíocht Cháis na nGardaí

Sa bhliain 2010, chuir Clár na nGardaí um Athstiúradh don Óige clár oiliúna sa bhainistíocht cáis do Ghardaí Áitiúla ar fud na tíre. Tosaíodh agus rinneadh measúnú ar an gclár seo i gCeantar Cathrach Bhaile Átha Cliath leis an gcuspóir Garda amháin a shannadh d’ógánach ciontuithe aonair. Aithníodh teagmháil BNLO mar chomhoibriú tábhachtach idirghníomhaireachta, agus thosaigh Bainisteoirí Réigiúnacha agus Oifigigh Leasa Oideachais Shinsearacha sraith de chruinnithe faisnéise ar an gcineál oibre a bhíonn ar siúl ag BNLO le teaghlaigh agus ar chomhroinnt faisnéise.

Tionscadal Aoine an Chéasta - Tuaisceart agus Deisceart

Sa bhliain 2010, ghlac ionadaithe ón BNLO, an ROS agus an Roinn Oideachais, Tuaisceart Éireann páirt sa Ghrúpa Tearcghnóthachtála sa Tuaisceart/Deisceart, tionscnamh a bunaíodh mar pháirt de Chomhaontú Aoine an Chéasta 1998. Díríonn an grúpa ar raon mórcheisteanna oideachais, lena n-áirítear uimhearthacht, litearthacht, piarfhoghlaim, an tascfhórsa Taistealaithe, chomh maith le mórcheisteanna freastail agus coinneála d’fhonn tacaíocht ghairmiúil fhrithpháirteach agus comhroinnt dea-chleachtais a chur chun cinn.

Mapáil próisis

Sa bhliain 2010, tosaíodh ar phróiseas chun measúnú a dhéanamh ar na bearnaí feidhmiúlachta atá ann i gcóras reatha TF an BNLO agus sa Chóras Píolótach Bainistíochta Cásanna. Leanfaidh an obair seo ar aghaidh sa bhliain 2011 chun bonn eolais a thabhairt do leasuithe teicniúla is gá chun freastal ar an bhfócas ar shamhail chleachtais agus próiseas atreorúcháin.

Ceardlanna Cuimsithe Sóisialta

Ba í 2010 Bliain Eorpach le dul i gComhrac le Bochtaineacht agus Eisiamh Sóisialta. Na príomhchuspóirí a bhain leis ná feasacht an phobail a mhéadú agus tiomantas polaitiúil an AE agus na Ballstáit a athnuachan le dul i ngleic le bochtaineacht agus eisiamh sóisialta.

Sannadh an Roinn Cuimsithe Sóisialta den Roinn Gnóthaí Sóisialacha agus Teaghlaigh mar Chomhlacht Náisiúnta Feidhmiúcháin do Chlár Náisiúnta na hÉireann don Bhliain AE. Mar pháirt de chlár na hÉireann, bhí Rannóg Chuimsithe Sóisialta na Roinne Pobail, Comhionannais agus Gnóthaí Gaeltachta ag obair le Comharchumann na nOibrithe Pobail

(COP), agus an Chomhghuaillíocht Phobail chun roinnt Seimineár Réigiúnach a reáchtáil.

D’fhreastail an BNLO ar thrí cinn de na seimineáir seo i nGaillimh, Dún Dealgan agus Dún na nGall. Thug OLO aitheasc ar a samhail chleachtais agus próisis tarchuir nuafhorbartha (féach Seirbhís Leasa Oideachais leathanach 11) i gceardlanna ar an mbochtaineacht san óige, a dearadh chun samplaí dea-chleachtais a roinnt. Leag cur i láthair an BNLO béim ar an riachtanas a bhaineann le hobair idirghníomhnaireachta i rochtain a chinntiú ar acmhainní, tacaíochtaí agus seirbhísí imleora d’fhonn rannpháirtíocht iomlán, chomhionann san oideachais a chinntiú.

Coistí na Seirbhísí do Leanaí

Bunaíodh an Grúpa Náisiúnta um Fheidhmiú na Straitéise do Leanaí (GNFSL) sa bhliain 2006 chun maoirseacht a dhéanamh ar chur i bhfeidhm pleananna agus beartais straitéiseacha a foilsíodh i ndáil le seirbhísí do leanaí in Éirinn.

Mar pháirt den phróiseas seo, rinne an GNFSL maoirseacht ar bhunú 34 Coiste Seirbhísí do Leanaí (CSL) ar fud na tíre. Cuirtear de shainchúram ar na coistí seo feabhas a chur ar shaol leanaí agus a dteaghlaigh ag leibhéal áitiúil agus pobail trí phleanáil, obair agus soláthar seirbhíse comhtháite a chur ar fáil.

Bunaítear na CSL faoi na Boird Forbartha Contae reatha ar fud an chontae. An cuspóir acu ná na seirbhísí láithreacha a mhapáil do leanaí agus teaghlaigh sa cheantar, machnamh a dhéanamh ar leas na leanaí agus na dteaghlach sa cheantar agus plean oibre a fhorbairt chun gníomhaíochtaí tosaíochta a aithint chun cur le hobair idirghníomhaireachta agus í a threisiú.

Tá BNLO ionadaithe ar CSL Luimnigh, Dheisceart Bhaile Átha Cliath, Fhine Gall, Chathair Bhaile Átha Cliath agus Chill Dara ag Bainisteoir Réigiúnach ón tSeirbhís Leasa Oideachais.

Ní hé amháin go nglacann an BNLO páirt i bpleanáil straitéiseach ag leibhéal Coiste agus ag leibhéal fochoiste chomh maith, ach glacann páirt freisin ar thionscnaimh idirghníomhaireachta a thugann aghaidh ar riachtanais leanaí agus teaghlaigh i gcomhar le soláthraithe seirbhíse áitiúla eile.

Tá an plean oibre atá forbartha ag gach CSL deartha chun freagairt do riachtanas áitiúil, ach ceaptar go ndéanfar tionscnaimh ar dearadh measúnú orthu agus a léirigh go raibh tionchar maith acu ar leanaí agus a dteaghlaigh a roinnt i measc na CSL ar fad. Táirgeadh sraith straitéisí bunaithe ar an gcéad chéim forbartha chun tacú le CSL nua as iad ag cruthú a bpleananna oibre féin. Tá sé beartaithe go mbeidh 20 CSL i bhfeidhm ar fud na tíre roimh 2012.




Bhí Caibidil 2, dar teideal Monitoring School Attendance, bainteach le hathbhreithniú luach ar airgead a rinne an ARC&C ar an BNLO. Rinne an tuarascáil iniúchadh go sonrach ar an méid a fhreagraíonn an BNLO do riachtanais leasa oideachas daltaí, chomh maith leis an tslí atá sé eagraithe le measúnú a dhéanamh ar éifeachtacht a gcuid oibríochtaí féin.

Rinne an tuarascáil iniúchadh ar dhá phríomhbhealach a ndéanann scoileanna freastal a thuairisciú don Bhord. Tá de cheangal ar scoileanna Tuarascáil Bhliantúil Tinrimh (TBT) a chur faoi bhráid an BNLO ar na leibhéil freastail gach scoilbhliain. Cuireann tuarascáil bhliantúil BNLO ar Analysis of School Attendance Data in Primary and Post-Primary Schools buneolas tábhachtach ar fáil do scoileanna agus dóibh siúd atá ag obair i réimse an leasa oideachais. Cuimsíonn seo meánlíon na laethanta caillte, neamhláithreacht os cionn 20 lá, fionraí agus díbirt. Cuirtear na sonraí seo ar fáil ag leibhéal náisiúnta agus contae araon, rud a chuireann ar ár gcumas comparáid chomhthéacsúil a dhéanamh.

Faoin Acht Oideachais (Leas), 2000, caithfidh scoileanna dul i dteagmháil le hOifigeach Leasa Oideachais nó ‘OLO’ i gcásanna go bhfuil an dalta tar éis bheith as láthair ón scoil do 20 lá nó níos mó in aon scoilbhliain amháin, go gcaithfí ainm an dalta a bhaint ón rolla scoile ar chúis ar bith, go bhfuil dalta curtha ar fionraí ar feadh sé lá go carnach sa scoilbhliain nó i gcás go bhfuil an príomhoide buartha mar gheall ar thinreamh dalta.

Chun cabhrú le scoileanna ina ndualgas tuairisciú don Bhord maidir leis an gcritéar sonrach seo, tá tuairisceáin neamhláithreachta daltaí forbartha ag an mBord nó ‘tuairisceáin thréimhsiúla’ mar a ghlaoitear orthu sa tuarascáil speisialta. Mar pháirt de na tuairisceáin seo, (ceithre cinn acu in aghaidh na bliana), caithfidh scoileanna sonraí pearsanta gach dalta a sholáthar a bhfuil a gcás ag dul faoi bhráid an Bhoird a chur in iúl don BNLO agus na fáthanna a ghabhann leis an neamhláithreacht a sholáthar chomh maith. Is modh iad na Tuairisceáin Neamhláithreachta Daltaí do na OLO na leanaí a d’fhéadfadh go mbeadh idirghabháil BNLO ina chabhair dóibh a aithint agus, murab ionann agus sonraí TBT, nach bhfuil ina léiriúchán cuimsitheach náisiúnta de neamhláithreach thar 20 lá. Beartaíonn roinnt scoileanna tuairisciú go díreach dá OLO féin agus, má dhéanann, a n-oibleagáid dhlíthiúil tuairisciú don Bhord a chomhlíonadh.

Caithfear a lua nach ndearadh na Tuairisceáin Freastail Scoile chun anailís staitistiúil a dhéanamh orthu. Tá éagsúlacht mhór ar bhonneagar scoileanna ar fud na tíre atá ann chun a chur ar a gcumas tuairisceáin chruinne a dhéanamh. Mar thoradh air seo, deimhníonn gach OLO sonraí leis an scoil sula ndéantar aon ghníomhaíocht mar gheall ar leanbh ar leith.

Dheimhnigh tuarascáil an ARC&C sprioc an BNLO cleachtas na dTuairisceán Neamhláithreachta Daltaí (féach Seirbhís Leasa Oideachais lch 8) a shruthlíniú agus a fheabhsú agus glacadh

le modh atreoraithe de bhainistíocht cásanna. Tá BNLO ar aon tuairim leis an dearcadh go bhfuil tuairisciú tráthúil, cuimsitheach ar neamhláithreacht riachtanach chun aghaidh a thabhairt ar neamhfhreastal agus go bhfuil an BNLO freagrach as aon chéim is a gá a dhéanamh le cinntiú go mbíonn tuairisciú cuimsitheach ann laistigh de theorainneacha na srianta acmhainne. Príomhthosaíocht de chuid an Bhoird ná athbhreithniú a dhéanamh ar shonraí a bhailíonn sé ó scoileanna i gcomhthéacs shamhla cleachtais BNLO agus a shainchúram reachtúil.

Leag tuarascáil an ARC&C béim shuntasach ar an bhfíric go bhfuil, faoi láthair, bearna idir líon na ndaltaí a bhfuil idirghabháil riachtanach dóibh agus acmhainn an BNLO freagairt a thabhairt. Ceaptar chomh maith go ndéanfaidh an deis ó chomhtháthú na seirbhísí (SLO le CCS, STBSP agus MCT) faoin BNLO feabhas a chur ar thorthaí oideachais gach linbh. Bhain sé de thátal as chomh maith go bhfuil an comhtháthú seo ina dheis le cur chuige níos aontaithe a bhaint amach do pháirtíocht scoile.

Treoirlínte ar Chóid Iompair

Tá an foilseachán, Developing a Code of Behaviour: Guidelines for Schools, eisithe chuig gach scoil cheana féin agus tá sé mar pháirt de straitéis fhoriomlán an BNLO tacú le freastal agus rannpháirtíocht scoile. Eisíodh na treoirlínte seo de réir Alt 23 den Acht Oideachais (Leas), 2000, a chuireann de cheangal go dlíthiúil ar gach scoil cód iompair a bheith acu atá ar fáil do gach dalta agus tuismitheoir.

Tá sé de dhualgas ar gach scoil plean gníomhaíochta a fhorbairt d’athbhreithniú nó ullmhú cóid iompair, in éineacht le hamscálaí soiléire chun an obair atá leagtha amach sa phlean a dhéanamh. I gcásanna eile, ní mór don Bhord Bainistíochta a chinntiú go mbeidh cód iompair atá bunaithe ar na treoirlínte i bhfeidhm chomh luath agus is féidir i ndiaidh bhunú na scoile. Chun tacaíocht bhreise a sholáthar sa phróiseas seo tá Seicliosta do Chóid Iompair forbartha ag an BNLO chomh maith chun tacú le scoileanna iniúchóireacht a dhéanamh ar a gcóid iompair reatha i gcomparáid le dea-chleachtas.

I rith 2010, lean na OLO leo ag tabhairt tacaíochta do scoileanna ar fud na tíre i bhforbairt a gcóid iompair le bheith comhsheasmhach le Treoirlíne BNLO.


Bainfidh an BNLO úsáid éifeachtach as a gcuid acmhainní chun an t-uastoradh ar fhreastal scoile leanaí a bhaint amach.

An tSeirbhís Leasa Oideachais

Oibríonn an tSeirbhís Leasa Oideachais (SLO) trí cúig fhoireann réigiúnacha, gach ceann acu stiúrtha ag Bainisteoir



Réigiúnach (BR) atá mar cheannaire ar líon Ard-Oifigeach Leasa Oideachais, atá mar bhainisteoirí ar fhoireann Oifigeach Leasa Oideachais (OLO). Cuireadh seirbhís leasa oideachais BNLO ar fáil ó 31 suíomh ar fud na tíre sa bhliain 2010. Tá an SLO comhdhéanta de 90 post ceadaithe (72 OLO, 13 OLOS, agus cúig BR). I mí Márta 2009, d’fhógair an rialtas moratóir ar earcaíocht agus ardú céime sa státseirbhís agus sa tseirbhís phoiblí. Mar thoradh ar an bpolasaí seo tá ráta ard folúntas ag an BNLO. Sa bhliain 2010, líonadh 73 cinn de na 90 post ceadaithe (66 OLO, 13 OLOS, agus cúig RM).

Cuidíonn na OLO le scoileanna, daltaí agus tuismitheoirí a gcuid oibleagáidí dlíthiúla faoin Acht Leasa Oideachais, 2000, a chomhlíonadh. I measc phríomhghnéithe an róil tá:

• Monatóireacht ar fhreastal scoile, agus raon beart do chásanna nach bhfuil leanaí ag freastal ar an scoil agus go bhfuil tuismitheoirí ag sárú a n-oibleagáidí dlíthiúla maidir le freastal scoile

• Obair le seirbhísí reachtúla agus deonacha eile chun tacú le freastal agus rannpháirtíocht leanaí i scoileanna

• Spreagadh agus comhairle a thabhairt do scoileanna i bhforbairt straitéisí freastail scoile, cód iompair agus beartais eile chun timpeallachtaí a chruthú a spreagann leanaí dul ar scoil go rialta.

Tá sainchúram náisiúnta ar an tSeirbhís Leasa Oideachais. Cibé scéal é, ag teacht le polasaí an Rialtais, tugann OLOanna tús áite do leanaí nach bhfuil ar scoil agus nach bhfuil áit i scoil acu. Soláthraíonn clár DEIS (Delivering Equality of Opportunity in Schools) de chuid na Roinne Oideachais & Scileanna comhthéacs lárnach polasaí d’obair an BNLO. Tá seo níos ábhartha fós i gcomhthéacs shainchúram breise TBSP agus CCS.

Sa bhliain 2008, d’aithin an tSeirbhís Leasa Oideachais an riachtanas atá ann go ndéanfaí cleachtadh seirbhíse a chur in iúl agus a chaighdeánú agus díriú ar aistear an linbh nó an duine óig ón gcéad phointe teagmhála go deireadh na hoibre leis an leanbh nó leis an teaghlach. Sna blianta 2009 agus 2010 rinneadh tástáil shásúil phíolótach ar chleachtas nua bainistíochta cásanna i roinnt suíomhanna ar fud na tíre. Díríonn an Córas Bainistíochta Cásanna ar idirghabhálacha straitéiseacha i gcás gur iomchuí é, agus déanann éascú ar an gcásobair nuair is gá , Sa chur chuige nua seo le sainchúraim an OLO a chomhlíonadh, dírítear ar réitigh a aimsiú trí ghné idirghníomhaireachta, chomhoibritheach a chur le hidirghabhálacha laistigh de chreat próiseas socraithe ina bhfuil leanaí agus a dteaghlaigh, scoileanna agus gníomhaireachtaí iomchuí eile páirteach. Beidh obair leanúnach mhonatóireachta agus mheastóireacht sna suíomhanna píolótacha ina bonn eolais don chleachtas amach anseo sa tSeirbhís Leasa Oideachais.

Smachtbhannaí Dlí

Tá imeachtaí cúirte mar chuid thábhachtach den obair a dhéanann an tSeirbhís Leasa Oideachais. Is gnó tromchúiseach é dul i mbun imeachtaí dlí maidir le leas oideachais linbh a chosaint ó thuismitheoir nó caomhnóir. Sula ndéantar seo, chaithfeadh go mbeadh an OLO cinnte de gur baineadh triail as gach idirghabháil sular glacadh an cinneadh imeacht dlí a thionscnamh i gcoinne tuismitheoirí ar theip orthu ina ndualgas go mbeadh a leanaí ag freastal ar scoil.

Is freagracht de chuid na cúirte é smachtbhannaí a chur ar thuismitheoirí nó caomhnóirí mar gheall ar neamhláithreacht a linbh nuair atáthar tar éis dul i mbun gnáthimeachtaí cúirte. Déanann an dlí foráil gur féidir, má fhaightear ciontach iad, fíneáil nó suas go mí amháin sa phríosún, nó an dá cheann, a ghearradh orthu.

Tábla 1: Forbhreathnú ar chásanna le leanaí a bhfuil deacrachtaí tromchúiseacha scoile á léiriú acu, amhail ar 31 Nollaig 2010

Cásanna ag tús Eanáir 2010

Cásanna NuaCásanna DúntaCásanna ag deireadh Nollaig 2010

Cathair BÁC499274316457

Tuaisceart Laighean / Uladh

418207329296

Deisceart Laighean389247252384

Mumhan317273336254

Iarthair / Iarthuaisceart

346440518268

1,9691,4411,7511,659

Nóta: Ní chuimsíonn an tábla seo ach an líon dianchásanna agus níl aon fheidhm aige ar Idirghabhálacha. Gearrthréimhseacha’ a rinne na OLO i.e, idirghníomhú ag leibhéal íseal dírithe ar idirghabháil go luath chun nach n-éireodh an fhadhb neamhláithreachta níos measa.



Bhí Caibidil 2, dar teideal Monitoring School Attendance, bainteach le hathbhreithniú luach ar airgead a rinne an ARC&C ar an BNLO. Rinne an tuarascáil iniúchadh go sonrach ar an méid a fhreagraíonn an BNLO do riachtanais leasa oideachas daltaí, chomh maith leis an tslí atá sé eagraithe le measúnú a dhéanamh ar éifeachtacht a gcuid oibríochtaí féin.

Rinne an tuarascáil iniúchadh ar dhá phríomhbhealach a ndéanann scoileanna freastal a thuairisciú don Bhord. Tá de cheangal ar scoileanna Tuarascáil Bhliantúil Tinrimh (TBT) a chur faoi bhráid an BNLO ar na leibhéil freastail gach scoilbhliain. Cuireann tuarascáil bhliantúil BNLO ar Analysis of School Attendance Data in Primary and Post-Primary Schools buneolas tábhachtach ar fáil do scoileanna agus dóibh siúd atá ag obair i réimse an leasa oideachais. Cuimsíonn seo meánlíon na laethanta caillte, neamhláithreacht os cionn 20 lá, fionraí agus díbirt. Cuirtear na sonraí seo ar fáil ag leibhéal náisiúnta agus contae araon, rud a chuireann ar ár gcumas comparáid chomhthéacsúil a dhéanamh.

Faoin Acht Oideachais (Leas), 2000, caithfidh scoileanna dul i dteagmháil le hOifigeach Leasa Oideachais nó ‘OLO’ i gcásanna go bhfuil an dalta tar éis bheith as láthair ón scoil do 20 lá nó níos mó in aon scoilbhliain amháin, go gcaithfí ainm an dalta a bhaint ón rolla scoile ar chúis ar bith, go bhfuil dalta curtha ar fionraí ar feadh sé lá go carnach sa scoilbhliain nó i gcás go bhfuil an príomhoide buartha mar gheall ar thinreamh dalta.

Chun cabhrú le scoileanna ina ndualgas tuairisciú don Bhord maidir leis an gcritéar sonrach seo, tá tuairisceáin neamhláithreachta daltaí forbartha ag an mBord nó ‘tuairisceáin thréimhsiúla’ mar a ghlaoitear orthu sa tuarascáil speisialta. Mar pháirt de na tuairisceáin seo, (ceithre cinn acu in aghaidh na bliana), caithfidh scoileanna sonraí pearsanta gach dalta a sholáthar a bhfuil a gcás ag dul faoi bhráid an Bhoird a chur in iúl don BNLO agus na fáthanna a ghabhann leis an neamhláithreacht a sholáthar chomh maith. Is modh iad na Tuairisceáin Neamhláithreachta Daltaí do na OLO na leanaí a d’fhéadfadh go mbeadh idirghabháil BNLO ina chabhair dóibh a aithint agus, murab ionann agus sonraí TBT, nach bhfuil ina léiriúchán cuimsitheach náisiúnta de neamhláithreach thar 20 lá. Beartaíonn roinnt scoileanna tuairisciú go díreach dá OLO féin agus, má dhéanann, a n-oibleagáid dhlíthiúil tuairisciú don Bhord a chomhlíonadh.

Caithfear a lua nach ndearadh na Tuairisceáin Freastail Scoile chun anailís staitistiúil a dhéanamh orthu. Tá éagsúlacht mhór ar bhonneagar scoileanna ar fud na tíre atá ann chun a chur ar a gcumas tuairisceáin chruinne a dhéanamh. Mar thoradh air seo, deimhníonn gach OLO sonraí leis an scoil sula ndéantar aon ghníomhaíocht mar gheall ar leanbh ar leith.

Dheimhnigh tuarascáil an ARC&C sprioc an BNLO cleachtas na dTuairisceán Neamhláithreachta Daltaí (féach Seirbhís Leasa Oideachais lch 8) a shruthlíniú agus a fheabhsú agus glacadh

le modh atreoraithe de bhainistíocht cásanna. Tá BNLO ar aon tuairim leis an dearcadh go bhfuil tuairisciú tráthúil, cuimsitheach ar neamhláithreacht riachtanach chun aghaidh a thabhairt ar neamhfhreastal agus go bhfuil an BNLO freagrach as aon chéim is a gá a dhéanamh le cinntiú go mbíonn tuairisciú cuimsitheach ann laistigh de theorainneacha na srianta acmhainne. Príomhthosaíocht de chuid an Bhoird ná athbhreithniú a dhéanamh ar shonraí a bhailíonn sé ó scoileanna i gcomhthéacs shamhla cleachtais BNLO agus a shainchúram reachtúil.

Leag tuarascáil an ARC&C béim shuntasach ar an bhfíric go bhfuil, faoi láthair, bearna idir líon na ndaltaí a bhfuil idirghabháil riachtanach dóibh agus acmhainn an BNLO freagairt a thabhairt. Ceaptar chomh maith go ndéanfaidh an deis ó chomhtháthú na seirbhísí (SLO le CCS, STBSP agus MCT) faoin BNLO feabhas a chur ar thorthaí oideachais gach linbh. Bhain sé de thátal as chomh maith go bhfuil an comhtháthú seo ina dheis le cur chuige níos aontaithe a bhaint amach do pháirtíocht scoile.

Treoirlínte ar Chóid Iompair

Tá an foilseachán, Developing a Code of Behaviour: Guidelines for Schools, eisithe chuig gach scoil cheana féin agus tá sé mar pháirt de straitéis fhoriomlán an BNLO tacú le freastal agus rannpháirtíocht scoile. Eisíodh na treoirlínte seo de réir Alt 23 den Acht Oideachais (Leas), 2000, a chuireann de cheangal go dlíthiúil ar gach scoil cód iompair a bheith acu atá ar fáil do gach dalta agus tuismitheoir.

Tá sé de dhualgas ar gach scoil plean gníomhaíochta a fhorbairt d’athbhreithniú nó ullmhú cóid iompair, in éineacht le hamscálaí soiléire chun an obair atá leagtha amach sa phlean a dhéanamh. I gcásanna eile, ní mór don Bhord Bainistíochta a chinntiú go mbeidh cód iompair atá bunaithe ar na treoirlínte i bhfeidhm chomh luath agus is féidir i ndiaidh bhunú na scoile. Chun tacaíocht bhreise a sholáthar sa phróiseas seo tá Seicliosta do Chóid Iompair forbartha ag an BNLO chomh maith chun tacú le scoileanna iniúchóireacht a dhéanamh ar a gcóid iompair reatha i gcomparáid le dea-chleachtas.

I rith 2010, lean na OLO leo ag tabhairt tacaíochta do scoileanna ar fud na tíre i bhforbairt a gcóid iompair le bheith comhsheasmhach le Treoirlíne BNLO.


Bainfidh an BNLO úsáid éifeachtach as a gcuid acmhainní chun an t-uastoradh ar fhreastal scoile leanaí a bhaint amach.


Oibríonn an tSeirbhís Leasa Oideachais (SLO) trí cúig fhoireann réigiúnacha, gach ceann acu stiúrtha ag Bainisteoir



Réigiúnach (BR) atá mar cheannaire ar líon Ard-Oifigeach Leasa Oideachais, atá mar bhainisteoirí ar fhoireann Oifigeach Leasa Oideachais (OLO). Cuireadh seirbhís leasa oideachais BNLO ar fáil ó 31 suíomh ar fud na tíre sa bhliain 2010. Tá an SLO comhdhéanta de 90 post ceadaithe (72 OLO, 13 OLOS, agus cúig BR). I mí Márta 2009, d’fhógair an rialtas moratóir ar earcaíocht agus ardú céime sa státseirbhís agus sa tseirbhís phoiblí. Mar thoradh ar an bpolasaí seo tá ráta ard folúntas ag an BNLO. Sa bhliain 2010, líonadh 73 cinn de na 90 post ceadaithe (66 OLO, 13 OLOS, agus cúig RM).

Cuidíonn na OLO le scoileanna, daltaí agus tuismitheoirí a gcuid oibleagáidí dlíthiúla faoin Acht Leasa Oideachais, 2000, a chomhlíonadh. I measc phríomhghnéithe an róil tá:

• Monatóireacht ar fhreastal scoile, agus raon beart do chásanna nach bhfuil leanaí ag freastal ar an scoil agus go bhfuil tuismitheoirí ag sárú a n-oibleagáidí dlíthiúla maidir le freastal scoile

• Obair le seirbhísí reachtúla agus deonacha eile chun tacú le freastal agus rannpháirtíocht leanaí i scoileanna

• Spreagadh agus comhairle a thabhairt do scoileanna i bhforbairt straitéisí freastail scoile, cód iompair agus beartais eile chun timpeallachtaí a chruthú a spreagann leanaí dul ar scoil go rialta.

Tá sainchúram náisiúnta ar an tSeirbhís Leasa Oideachais. Cibé scéal é, ag teacht le polasaí an Rialtais, tugann OLOanna tús áite do leanaí nach bhfuil ar scoil agus nach bhfuil áit i scoil acu. Soláthraíonn clár DEIS (Delivering Equality of Opportunity in Schools) de chuid na Roinne Oideachais & Scileanna comhthéacs lárnach polasaí d’obair an BNLO. Tá seo níos ábhartha fós i gcomhthéacs shainchúram breise TBSP agus CCS.

Sa bhliain 2008, d’aithin an tSeirbhís Leasa Oideachais an riachtanas atá ann go ndéanfaí cleachtadh seirbhíse a chur in iúl agus a chaighdeánú agus díriú ar aistear an linbh nó an duine óig ón gcéad phointe teagmhála go deireadh na hoibre leis an leanbh nó leis an teaghlach. Sna blianta 2009 agus 2010 rinneadh tástáil shásúil phíolótach ar chleachtas nua bainistíochta cásanna i roinnt suíomhanna ar fud na tíre. Díríonn an Córas Bainistíochta Cásanna ar idirghabhálacha straitéiseacha i gcás gur iomchuí é, agus déanann éascú ar an gcásobair nuair is gá , Sa chur chuige nua seo le sainchúraim an OLO a chomhlíonadh, dírítear ar réitigh a aimsiú trí ghné idirghníomhaireachta, chomhoibritheach a chur le hidirghabhálacha laistigh de chreat próiseas socraithe ina bhfuil leanaí agus a dteaghlaigh, scoileanna agus gníomhaireachtaí iomchuí eile páirteach. Beidh obair leanúnach mhonatóireachta agus mheastóireacht sna suíomhanna píolótacha ina bonn eolais don chleachtas amach anseo sa tSeirbhís Leasa Oideachais.

Smachtbhannaí Dlí

Tá imeachtaí cúirte mar chuid thábhachtach den obair a dhéanann an tSeirbhís Leasa Oideachais. Is gnó tromchúiseach é dul i mbun imeachtaí dlí maidir le leas oideachais linbh a chosaint ó thuismitheoir nó caomhnóir. Sula ndéantar seo, chaithfeadh go mbeadh an OLO cinnte de gur baineadh triail as gach idirghabháil sular glacadh an cinneadh imeacht dlí a thionscnamh i gcoinne tuismitheoirí ar theip orthu ina ndualgas go mbeadh a leanaí ag freastal ar scoil.

Is freagracht de chuid na cúirte é smachtbhannaí a chur ar thuismitheoirí nó caomhnóirí mar gheall ar neamhláithreacht a linbh nuair atáthar tar éis dul i mbun gnáthimeachtaí cúirte. Déanann an dlí foráil gur féidir, má fhaightear ciontach iad, fíneáil nó suas go mí amháin sa phríosún, nó an dá cheann, a ghearradh orthu.

Tábla 1: Forbhreathnú ar chásanna le leanaí a bhfuil deacrachtaí tromchúiseacha scoile á léiriú acu, amhail ar 31 Nollaig 2010

Cásanna ag tús Eanáir 2010

Cásanna NuaCásanna DúntaCásanna ag deireadh Nollaig 2010

Cathair BÁC499274316457

Tuaisceart Laighean / Uladh

418207329296

Deisceart Laighean389247252384

Mumhan317273336254

Iarthair / Iarthuaisceart

346440518268

1,9691,4411,7511,659

Nóta: Ní chuimsíonn an tábla seo ach an líon dianchásanna agus níl aon fheidhm aige ar Idirghabhálacha. Gearrthréimhseacha’ a rinne na OLO i.e, idirghníomhú ag leibhéal íseal dírithe ar idirghabháil go luath chun nach n-éireodh an fhadhb neamhláithreachta níos measa.

figiúr do bhunscoileanna ná 0.2% in 2008/09, agus d’iar-bhunscoileanna bhí sé díreach faoi bhun 5%, beagnach 20 oiread níos mó.

Léirigh an anailís ar shonraí 2008/09 chomh maith go raibh leibhéil arda neamhfhrestail níos dóchúla bheith bainteach le daltaí atá ina gcónaí i gcóiríocht údaráis áitiúil, tuismitheoirí aonair bheith acu, agus teaghlaigh a bhfuil an príomhshaothraí sa teach dífhostaithe. Is léir ó thaighde náisiúnta agus idirnáisiúnta go bhfuil leibhéil neamhfhreastail arda bainteach le bochtaineacht, rath acadúil níos ísle, rátaí fágála scoile níos airde agus torthaí níos measa sa Teastas Sóisearach (nó scrúduithe dá leithéid).

Tá an t-eolas bliantúil maidir le freastal á bhailiú ó 2003/04 agus tá sé ina shlat tomhais úsáideach don fhreastal scoile in Éirinn. Mar shampla, i mbunscoileanna, tá neamhfhreastal níos airde de ghnáth i scoileanna atá bainteach leis an gClár Tacaíochta do Scoileanna (CTS). Thairis sin, tá gné thábhachtach uirbeach/tuaithe ag baint le neamhfhreastal. Tá neamhfhreastal agus neamhláithreacht 20 lá níos airde i scoileanna uirbeacha nach bhfuil faoi mhíbhuntáiste ná mar atá siad i scoileanna tuaithe atá faoi mhíbhuntáiste.

Tá an patrún seo ar aon dul le sonraí ó 2006/07 agus 2007/08. Tá rátaí neamhfhreastail níos airde i scoileanna gairmoideachais agus pobail/cuimsitheacha ná i meánscoileanna. In iar-bhunscoileanna bhí gach cineál neamhfhreastail níos airde i scoileanna atá faoi mhíbhuntáiste - os cionn aon cheathrú (26.3%) de dhaltaí i scoileanna ainmnithe faoi mhíbhuntáiste ar feadh 20 lá nó níos mó sa scoilbhliain 2008/09, agus i scoileanna neamhainmnithe b’ionann an figiúr sin agus 15.2%. Tá an saghas seo eolais ríthábhachtach don BNLO do phleanáil agus díriú ar obair a bheadh éifeachtach. Tá sé chomh tábhachtach céanna don Roinn Oideachais & Scileanna ó thaobh acmhainní a spriocdhíriú de.

Modúl Oiliúna Múinteoirí

De réir an Achta Oideachais (Leas), 2000, úsáidfear an saineolas sin atá bailithe ag BNLO maidir le freastal agus saincheisteanna leasa oideachais go straitéiseach chun dul i gcion ar chodanna riachtanacha sa chóras oideachais ar féidir leo tionchar a bheith acu ar fhreastal, ar nós oiliúint curaclaim agus múinteora.

Bíonn an BNLO ag obair i ndlúthchomhar le coláistí oiliúna múinteoirí ionas go bhféadfaí taithí agus saineolas na heagraíochta a úsáid ar an mbealach is éifeachtaí le cláir oiliúna múinteoirí a leathnú agus a threisiú i ndáil le freastal, coinneáil agus rannpháirtíocht scoile.

Sa bhliain 2010, chuir an BNLO sraith léachtaí ar fáil do mhic léinn i roinnt coláistí oiliúna múinteoirí sa tír. Leagadh an bhéim sna léachtaí seo ar an Acht Oideachais (Leas), 2000 agus

ar chomhroinnt taithí foirne maidir lena gcuid eispéireas le pearsanra scoile, tuismitheoirí agus daltaí, chomh maith lena gcuid teagmhála le gníomhaireachtaí gairmiúla.


Cuirfidh an BNLO comhairle agus tacaíocht ar fáil do leanaí, tuismitheoirí agus scoileanna d’fhonn na torthaí is fearr ó thaobh freastail scoile agus leas oideachais leanaí a bhaint amach.

Tinreamh maith a chur chun cinn

Tá an BNLO tiomanta do thacaíocht a sholáthar do scoileanna a gcuid freagrachtaí sainithe a chomhlíonadh maidir le cur chun cinn tinreamh maithdearfach agus déanann an Bord seo ar roinnt bealaí éagsúla. Mar shampla, tacaíonn Líne Chabhrach an BNLO (1890 36 36 66) le freastal scoile trí threoir phraiticiúil a chur ar fáil do thuismitheoirí agus scoileanna maidir le saincheisteanna oideachais. Chuir an Bord bileoga eolais ar fáil freisin in 18 dteanga éagsúla a raibh mar aidhm acu tuismitheoirí a chur ar an eolas faoina bhfreagracht i ndáil le freastal scoile chomh maith le treoir agus tacaíocht a sholáthar dóibh.

I rith 2010, rinne Oifigigh Leasa Oideachais (OLO) obair ghníomhach le scoileanna ar fud na tíre bainteach leis an gcuspóir seo agus thacaigh leo ina straitéisí freastail scoile chun tinreamh maith a chur chun cinn. Chuir na OLO dreasachtaí ar fáil do scileanna amhail teastas tinrimh agus greamáin ‘tinreamh maith’ chun aitheantas a thabhairt don tinreamh dearfach.

Bronntar teastais rialta ar leanaí a léiríonn feabhas ar fhreastal nó a bhaineann lántinreamh amach.

Tarlaíonn an searmanas dámhachtainí tinrimh scoile sa tír i gCorcaigh gach bliain mar aitheantas do na daltaí a bhfuil ocht mbliana nó níos mó caite acu gan lá a chailliúint ar scoil. Eagraíonn an BNLO an ócáid seo, a bunaíodh ag tús an chéid seo caite, agus tá sé urraithe ag Comhairle Cathrach Chorcaí.

Sa bhliain 2010, bronnadh duaiseanna ar 71 dalta do ocht go 14 bliana d’fhreastail leanúnach scoile. Bhain ceithre dhalta speisialta duais amach as 14 bliana d’fhreastail leanúnach scoile - ciallaíonn seo nár chaill siad lá amháin scoile sa bhunscoil nó in iar-bhunscoil. Gnóthaigh péire déag siblíní dámhachtain d’fhreastail leanúnach ó ocht go 14 bliana. Bhain 1,500 dalta eile ar fud Chathair Corcaí teastais amach d’fhreastail leanúnach, ó haon go 7 mbliana den fhreastail fhoirfe.

Tuarascáil an Ard-Reachtaire Cuntas agus Ciste

I mí Meán Fómhair 2010, chruthaigh an tArd-Reachtaire Cuntas agus Ciste (ARC&C) Tuarascáil Speisialta ar an oideachas.




I rith 2010, bhí obair Seirbhíse Leasa Oideachais BNLO stiúrtha ag cúig sprioc straitéiseacha atá leagtha amach i bPlean Straitéiseach na heagraíochta do 2010 - 2011, Is Fiú Gach Leanbh. Don Tuarascáil Bhliantúil seo, léireofar obair agus mórghníomhartha an SLO i gcomparáid lena bhfuil bainte amach acu ó thaobh na spriocanna seo de.

Déanfar an obair atá ag baint go díreach le Spriocanna 1-4 a phlé sa mhír seo a leanas, agus clúdaíonn an mhír Ár Seirbhísí ag tús na Tuarascála Bliantúla seo obair an BNLO faoi Sprioc 5: “Seirbhís aontaithe tacaíochta oideachais a chruthú ag teacht le beartais Rialtais”.


Dul i gcion ar bheartais náisiúnta agus tuiscint an phobail a mhúnlú maidir le freastal agus rannpháirtíocht scoile.

Tuarascáil Bhliantúil Tinrimh

Aithníonn an tAcht Oideachais (Leas), 2000, gur féidir dul i gcion ar fhreastal agus rannpháirtíocht scoile ar bhealaí éagsúla. Cuireann an tAcht seo ar chumas an BNLO, agus de cheangal air, dul i gcion ar dhearcthaí poiblí maidir leis an oideachas, chun carn eolais a chruthú i ndáil leis na cineálacha fadhbanna freastail éagsúla agus bealaí éifeachtacha chun iad a chosc agus an t-eolas sin a scaipeadh ar scoileanna.

Cuireann an tAcht de cheangal ar scoileanna Tuarascáil Bhliantúil Tinrimh (TBT) a chur faoi bhráid an BNLO chomh maith, a luann na leibhéil freastail scoile gach bliain. Cuireann tuarascáil an BNLO den Analysis of School Attendance Data in Primary and Post-Primary Schools for 2008/2009 buneolas tábhachtach ar fáil dóibh siúd atá ag obair i réimse an leasa oideachais.

Léiríonn an tuarascáil seo go bhfuil an céatadán de dhaltaí a d’fhág toisc gan bheith ag freastal socair le sé bliana anuas.

Ní fhreastalaíonn os cionn 58,000 dalta ar scoil gach lá, comhdhéanta de thart ar 31,500 dalta bunscoile agus 27,000 dalta iar-bhunscoile. Seo caillteanas, ar an meán, de 12 lá scoile an dalta in aghaidh na bliana sa bhunscoil agus 13 lá scoile in aghaidh na bliana do dhaltaí iar-bhunscoile. Bhí thart ar 12% de dhaltaí iar-bhunscoile (59,000) agus 17% de dhaltaí iar-bhunscoile (59,000) as láthair 20 lá nó níos mó i rith na scoilbhliana 2008/09.

Tá an neamhfhreastal scoile ina tháscaire láidir de leas foriomlán linbh agus ina chinntitheach do thorthaí oideachais. Chun comhrac in aghaidh na gcúiseanna bunúsacha atá le drochthinreamh scoile is gá dlúthghníomhú agus dlúthchomhoibriú i measc scoileanna, seirbhísí tacaíochta scoile agus páirtithe leasmhara eile atá bainteach le leanaí, daoine óga agus a dteaghlaigh.

Léiríonn rátaí arda freagartha don TBT i mbunscoileanna agus iar-bhunscoileanna (os cionn 90%) go nglacann scoileanna go dáiríre fadhb na neamhláithreachta. Ciallaíonn sé chomh maith go bhfuil na sonraí atá curtha ar fáil ag AAR ina mbunachar sonraí náisiúnta go bunúsach is féidir a úsáid chun monatóireacht chruinn a dhéanamh ar neamhláithreacht, díbirt agus fionraí i mbeagnach gach aon bhunscoil agus iar-bhunscoil in Éirinn.

Cé gur mórcheist náisiúnta é an freastal ar scoil, tá figiúirí na hÉireann an-chosúil leis na cinn ó Thuaisceart Éireann agus an RA. Bhí neamhfhreastal i mbunscoileanna na hÉireann ag 5.5% de laethanta dalta sa scoilbhliain 2008/09 i gcomparáid le idir 4.8% agus 6.8% i dTuaisceart Éireann, Sasana, Albain agus sa Bhreatain Bheag. Bhí neamhfhreastal ar iar-bhunscoileanna ag 7.9% de laethanta dalta i bPoblacht na hÉireann, i gcomparáid le idir 7.3% agus 9.0% i scoileanna i dTuaisceart Éireann/RA.

Léiríonn na sonraí gur annamh a tharla díbirt i mbunscoileanna na hÉireann - 14 dhíbirt a tuairiscíodh don tréimhse 2008/09. An figiúir comhfhreagrach in iar-bhunscoileanna ná 128, atá níos lú ná 0.05% de dhaltaí. I ndáil le fionraí ó scoileanna, an






Ag teacht leis an bPlean Straitéiseach do 2010-2011, Is Fiú Gach Leanbh, bhí obair an BNLO stiúrtha ag an gcúigiú Aidhm a luadh “Tógfaidh an BNLO seirbhís tacaíochta oideachais ag teacht le beartais Rialtais”.

I rith 2010, bhí an BNLO páirteach i gcinntiú gur lean foirne gach cinn de na ceithre sheirbhís ag soláthar seirbhíse ardchaighdeáin ag gach leibhéal, agus i gcomhthráth, tháinig comhghleacaithe ardbhainistíochta ó thrí cinn de na ceithre shnáithe – an TBSP, CCS agus SLO – le chéile chun breithniú, dearadh agus tástáil phíolótach a dhéanamh ar chomhphróisis oibre a raibh mar aidhm acu soláthar gan uaim a chinntiú.

Comhtháthú Straitéiseach an BNLO a Phleanáil

Cuireadh meamram comhaontais leis an Roinn Oideachais agus Scileanna (ROS) i gcrích sa bhliain 2010. Léiríonn sé go soiléir freagrachtaí an BNLO agus ROS i leith gnóthaí atá bainteach le sainchúram leathnaithe an BNLO.

Déanann fochoiste ón mBord maoirseacht ar an Tionscadal Comhtháthaithe a bhfuil mar aidhm aige treoir agus comhairle straitéiseach a sholáthar don phróiseas comhtháthaithe. Sa bhliain 2010, ceapadh agus aontaíodh plean tionscadail mionsonraithe agus amlínte don phróiseas comhtháthaithe.

Samhail Seirbhíse Chomhtháite a Dhearadh

Dar leis an BNLO, caithfear an tseirbhís chomhtháite a thógáil ar chreat socair faisnéise atá bunaithe ar fhianaise, i gcás beartais, cleachtais agus taighde. Reáchtáladh seimineár dar teideal ‘Mapping and Landscape’ i mí Márta 2010 áit a ndearna Bord an BNLO, ionadaithe ó na seirbhísí, agus saineolaithe oideachais iniúchadh ar chleachtas, beartas agus taighde reatha i réimsí na luathfhágála scoile, míbhuntáiste oideachais agus leas oideachais. Stiúir toradh an tseimineáir seo an próiseas pleanála do na seirbhísí comhtháthaithe.

Tá an BNLO meáite air nach dtógfar ó thaithí leathan agus eolas gairmiúil gach seirbhíse sa phróiseas comhtháthaithe. Chun seo a chinntiú, cuimsíonn an próiseas deartha do sheirbhís sheasmhach, chomhtháite straitéis chuimsitheach chumarsáide

le leanaí, daoine óga, teaghlaigh agus pobail scoile. Áirítear sa tionscadal roinnt croíghnéithe atá dírithe ar thaighde, dea-chleachtas chomh maith le cumarsáid leanúnach a aithint le páirtithe leasmhara riachtanacha. Stiúrfaidh siad seo cumraíocht deiridh na seirbhíse comhtháite chun seirbhís atá bunaithe ar fhianaise a chinntiú ina bhfuil bearta sonraithe do thorthaí.

Seirbhís na Múinteoirí Cuartaíochta do Thaistealaithe agus Comheagraithe Tuaithe STBSP

Ocht mí dhéag i ndiaidh na fógartha go ndéanfaí na ceithre sheirbhís oideachais náisiúnta a chumasc, d’fhógair an Rialtas sonraí maidir lena phlean athshlánaithe ceithre bliana. Beidh tionchar díreach ag dhá cheann de na pleananna, a thiocfaidh i bhfeidhm i mí Lúnasa 2011, ar an BNLO comhtháite: 1) deireadh leis an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe, agus 2) deireadh le poist mhúinteoireachta na gComhordaithe Tuaithe san STBSP.

Mar thoradh ar an gcinneadh seo, tagann tosaíocht láithreach chun solais, is é sin a chinntiú nach ndéanfar tuilleadh imeallaithe ar theaghlaigh de Thaistealaithe toisc an tseirbhís bheith bainte. Ar chomhchéim leis seo, caithfear leanúint le míbhuntáiste oideachais tuaithe, cé nach bhfuil sé chomh soiléir dúinn is atá i gceantair uirbeacha, bheith ar an gclár gnó againn ó thaobh riachtanais agus gníomhaíochta de. Faoin bplean, imlonnófar múinteoirí de réir théarmaí na scéimeanna ath-imlonnaithe iomchuí. Amhail ag deireadh 2010, bhí imní shuntasach ann maidir le leas oideachais leanaí sa Lucht Siúil agus pobail tuaithe imeallaithe. Beidh tionchar díreach ag caillteanas an dá sheirbhís ar an tseirbhís agus ar scoileanna, teaghlaigh agus ar deireadh thiar ar leanaí. Píosa ríthábhachtach oibre don BNLO ná bainistiú a dhéanamh ar scor an SMCT chomh maith le hathmhúnlú na seirbhísí atá fanta chun tacú leis an dá chohórt seo.

Seirbhís Chomhtháite Tacaíochta a Thógáil


Ó bunaíodh é, tá an BNLO tar éis tuiscintí a fhorbairt agus a chur in iúl de chineálacha leathana, éagsúla a chuid freagrachtaí agus, go háirithe, a fhreagracht i ndáil lena chinntiú go bhfreastalaíonn gach leanbh ar scoil go rialta, nó go bhfaigheann siad oideachas ó fhoinse eile. Dar leis an mBord, tá an t-oideachas mar phríomhbhealach chun cabhrú le leanaí taitneamh a bhaint as an óige, lán a gcumas a shroicheadh agus cur le saol eacnamaíochta, sóisialta agus cultúrtha a bpobal. Is iad tacú agus cur chun cinn an fhreastail, na rannpháirtíochta agus na coinneála na heochairfhreagrachtaí atá ag gach ball foirne sa BNLO.

Le hordú ón Aire Oideachais agus Scileanna, de bhreis ar Sheirbhís Leasa Oideachais (SLO) an BNLO, tháinig an Clár Críochnaithe Scoile (CCS), an Scéim Teagmhála Baile Scoile agus an Phobail (STBSP) agus an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe (SMCT) faoi choimirce BNLO go déanach sa bliain 2009.

Níl aon difríocht tagtha ar chroí-oibleagáidí reachtúla an BNLO, a leagadh amach san Acht Oideachais (Leas)

2000, ó comhtháthaíodh na ceithre sheirbhís. Tá sainchúram an BNLO dírithe, áfach, ar chur chuige

straitéiseach aonair a fhorbairt don fhreastal, rannpháirtíocht agus coinneáil. An aidhm atá

leis seo ná go ndéanfaidh an sainchúram leathnaithe soláthar seirbhíse comhtháite do leanaí, teaghlaigh agus scoileanna a éascú, agus torthaí seasmhacha a fheabhsú. Bhí méid suntasach d’obair an BNLO sa bhliain 2010 dírithe ar dhearadh cleachtas oibre a dhaingníonn an sainchúram leathnaithe seo.

Mar sin, léiríonn an Tuarascáil Bhliantúil seo do 2010 an BNLO mar údarás na

heagraíochta agus na feidhmeannachta, ag déanamh maoirseachta ar phróiseas comhtháite na seirbhísí oideachais seo, agus tá an tSeirbhís Leasa Oideachais aige féin mar chomh-eilimint sa phróiseas sin.

De réir na reachtaíochta rialaithe atá sonraithe san Acht Oideachais (Leas), 2000, tugann an Bord Náisiúnta Leasa Oideachais (BNLO) tacaíocht do leanaí, teaghlaigh agus scoileanna laistigh den chóras oideachais.

Athbhreithniú ar 2010

Ár Seirbhís

Cathal Flynn, Uasal Cathaoirleach, BNLO

Ruairi Gogan, UasalAn Roinn Dlí agus Cirt agus Athchóirithe Dlí

Marie-Claire McAleer, Uasal Crann Taca Deonach agus Pobail

Catherine Hazlett, Uasal An Roinn Gnóthaí Pobail, Comhionannais agus Gaeltachta

Aine Lynch, UasalAn Chomhairle Náisiúnta Tuismitheoirí (Bunbhrainse)

Clare Ryan, Uasal*POF, BNLO

Sonja Croke, UasalOifigeach Leasa Oideachais, BNLO

Pat McSitric, UasalAn Roinn Oideachais agus Scileanna

An tSiúr Eileen Randles Uasal Eagraíochtaí Bainistíochta Scoile

Billy Sheehan, UasalCumann Múinteoirí Éireann

Fionnuala Anderson, UasalFÁS

Michele Clear, UasalFeidhmeannacht na Seirbhíse Sláinte

Declan Dunne, UasalPáirtíocht Bhaile Munna

* Ceapadh Clare Ryan in POF i mí Bealtaine 2011. Tháinig sí i gcomharba ar Nuala Doherty a bhí ina POF Gníomhach ó mhí an Mheithimh 2010 - mí Aibreáin 2011. Roimh mhí an Mheithimh 2010 bhí Eddie Ward ina POF.

An Bord


Athbhreithniú an Phríomhoifigigh Feidhmiúcháin

Tá athchóiriú agus leasú ar chroíchleachtas lárnach inár gclár oibre reatha. Príomhthosaíocht don Bhord é cur i bhfeidhm shainchúraim leathnaithe an BNLO, pleanáil i gcomhpháirtíocht lenár gcomhghleacaithe ó STBSP, CCS, SMCT agus SLO chun cur chuige straitéiseach aonair a fhorbairt le freastal, rannpháirtíocht agus coinneáil scoile a uasmhéadú. Leanadh leis an bpróiseas chomhtháthaithe sa bhliain 2010 agus tá sé ina mhandáid shoiléir ag an mBord go ndéanfadh na sraitheanna éagsúla den SLO, CCS agus STBSP a chur ag obair le chéile go comhoibritheach agus go dlúth mar sheirbhís chomhtháite chun torthaí oideachais níos fearr a bhaint amach do leanaí agus do dhaoine óga.

Tá an BNLO tiomanta do chinntiú go mbeidh soláthar a gcuid seirbhísí agus idirghabhálacha ar aon dul leis an gcomhdhearcadh reatha chomh maith leis an dea-chleachtas náisiúnta agus idirnáisiúnta. Tá sé seo mar pháirt dá straitéis leantach chun cáilíocht, éifeachtacht agus luach ar airgead a chinntiú. Cuirtear chun cinn an tiomantas seo trí shamhlacha nua seirbhíse a thástáil ar an láthair, trí mhonatóireacht agus luacháil láidir a éileamh, trí inniúlacht foirne a threisiú agus a thógáil trí fhorbairt leantach ghairmiúil agus trí infheistíocht a dhéanamh i mbailiú agus anailísiú sonraí chun bonn fianaise téagartha dár gcuid oibre a chruthú.

Ó bunaíodh an BNLO sa bhliain 2002, tá tuiscintí soiléire forbartha againn maidir leis na cineálacha leathana, éagsúla freagrachtaí atá orainn agus, go dtí seo, tá BNLO tar éis dul chun cinn suntasach a dhéanamh i dtógáil eagraíochta atá tiomanta do chur i bhfeidhm gníomhartha chun freastal, rannpháirtíocht agus coinneáil scoile a fheabhsú. Roimh fhógra an Aire Oideachais agus Scileanna maidir leis an gcumasc, bhí BNLO ag réadtiomnú samhla nua bainistíochta cáis lena chomhpháirtithe oideachais chun próiseas an chleachtais a chaighdeánú, ag leagan béime go háirithe ar idirghabháil luath. Is tráthúil anois é athbhreithniú a dhéanamh ar an gcóras i gcomhar le TBSP agus CCS chun samhail chomhtháite cleachtais a thabhairt chun míneadais le cur i bhfeidhm go náisiúnta. Tarlóidh sé seo le linn 2011.

Ag croílár ár gcleachtais dul i ndlúthchomhar le scoileanna agus gníomhaireachtaí eile a bhfuil róil agus freagrachtaí orthu maidir le freastal scoile agus leas leanaí chun an leas is éifeachtaí a bhaint as láidreachtaí uile agus éagsúil gach páirtí. Tá údarás tugtha ag an Acht Oideachais (Leas), 2000, don chomhoibriú

idirghníomhaireachta seo, agus tá sé mar phríomhshraith de bheartas Rialtais i soláthar seirbhísí ardchaighdeáin poiblí. Tá an BNLO, go dtí seo, tar éis comhoibriú leis an CNOS, SNSO agus FSS i ndréachtú prótacal. Cuirfidh an t-aistriú chuig an Roinn Leanaí agus Gnóthaí Óige, sa bhliain 2011, le tiomantas an Bhoird bheith ag obair go comhoibritheach. Cuideoidh an comhtháthú ar sheirbhísí le cinntiú go mbainfear amach na torthaí is fearr do leanaí agus dá dteaghlaigh tríd an gcomhchur chuige maidir le torthaí a mheas, an chomhroinnt eolais, scileanna agus sonraí, agus obair le chéile ar chlár oibre atá dírithe ar an leanbh. Faoi láthair tá deis as cuimse ann don ROS agus don RLGO trí mheán an BNLO obair go comhoibritheach, comhtháite chun torthaí níos fearr a bhaint amach do leanaí agus do dhaoine óga.

Sa timpeallacht eacnamaíochta reatha, tá suntas nua agus níos práinní ag baint leis an riachtanas go n-éireodh le daoine óga san oideachas. Cuireann sainchúram leathnaithe an BNLO deis thar na bearta ar fáil chun iniúchadh a dhéanamh ar fhéidearthachtaí maidir le haghaidh a thabhairt ar chonstaicí san oideachas. Cuireann seo freagracht ollmhór ar an BNLO an leas is fearr a bhaint as acmhainní atá ag laghdú chun na torthaí is fearr a bhaint amach do leanaí agus dá dteaghlaigh. Cibé próisis a eascróidh ónár gcuid oibre maidir le comhtháthú ní foláir dóibh bheith in ann don teist ama agus ní foláir dóibh a bhfiúntas agus luach a léiriú dóibh siúd is tábhachtaí – leanaí.

Ba mhaith liom buíochas a ghabháil leis an mBord agus le comhaltaí uile an BNLO as bhur bhfáilte, bhur dtacaíocht phearsanta agus ghairmiúil agus bhur dtiomantas atá léirithe agaibh dár gcuid oibre, go háirithe sa chomhthéacs idirthréimhseach ina bhfuilimid. Giorraíonn a gcuid oibre agus tiomantais don Acht Oideachais (Leas), 2000, an bóthar chuig baint amach ár mbunchuspóra gur féidir le leanaí taitneamh a bhaint as an óige, lán a gcumais a shroicheadh agus cur le saol eacnamaíochta, sóisialta agus cultúrtha a bpobal.

Clare Ryan An Príomhoifigeach Feidhmiúcháin

Tá an méid saineolais agus taithí atá tar éis teacht chuig an BNLO de thoradh chinneadh an Rialtais i mí Bealtaine 2009 ceithre sheirbhís oideachais a chumasc, an tSeirbhís Leasa Oideachais (SLO) leis an gClár Críochnaithe Scoile (CCS), an Scéim Teagmhála Baile, Scoile agus an Pobail (STBSP) agus an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe (SMCT), ina mhéid ollmhór. Cuireann an acmhainn eagraíochta comhcheangailte ar ár gcumas obair a dhéanamh ar fhreastal, rannpháirtíocht agus coinneáil ar bhealach níos éifeachtaí agus níos iomlánaíche.


Ó lár na bliana 2009 d’fhairsingigh an Bord a théarmaí tagartha ionas go n-áireofaí freagracht as an Scéim Teagmhála Baile, Scoil agus an Phobail (TBSP), an Clár Críochnaithe Scoile (CCS), an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe (SMCT) chomh maith leis an tSeirbhís Leasa Oideachais (SLO). Agus an sainchúram seo á fhairsingiú ag an mBord bhí de dhualgas air cur chuige amháin a cheapadh maidir le freastal, rannpháirtíocht agus coinneáil.

Ceaptar go n-éascóidh an tseirbhís chomhtháite nua seo chur chuige atá níos dírithe agus comhtháite do leanaí, teaghlaigh agus scoileanna.

Is cúis áthais dom é a fhógairt go ndearnadh dul chun cinn suntasach sa bhliain 2010 i gcomhtháthú na seirbhísí laistigh den BNLO. D’aontaigh an Bord líon ráiteas straitéiseach dírithe ar chomhtháthú agus úsáidfear iad ar raon bealaí le linn an Tionscadail Chomhtháthaithe.

Dar leis na treoirphrionsabail beidh an tseirbhís chomhtháite dírithe ar leanaí ina chuspóirí, aidhmeanna agus chleachtais, le leas oideachais leanaí mar aidhm uileghabhálach ann. Cothóidh gach snáithe cur chuige foireann-bhunaithe. Rachaidh an tseirbhís i gcomhar le scoileanna, tuismitheoirí, leanaí agus daoine óga, agus seirbhísí tacaíochta eile chomh maith, chun rannpháirtíocht, freastal agus coinneáil leanaí san oideachas a uasmhéadú.

Tá an Bord tiomanta do chur chuige stiúrtha ag fianaise i gcás dhearadh na seirbhíse nua seo. Cinnteoidh plean oibre mionsonraithe maidir le dearadh na seirbhíse nua go mbainfear leas as cleachtadh agus taithí chomhaltaí foirne na seirbhísí, foirne scoile, tuismitheoirí, daltaí agus páirtithe leasmhara eile. Beidh sé bunaithe chomh maith ar fhianaise ó thaighde Éireannach agus idirnáisiúnta, a chuirfidh in iúl dúinn an tslí is fearr cabhrú le leanaí bheith páirteach go hiomlán san oideachas, agus fanacht san oideachas go leibhéal na hArdteistiméireachta.

Ni raibh ganntanas deacrachtaí ann sa bhliain 2010, áfach. Tá an próiseas comhtháthaithe seo ag tarlú tráth a bhfuil dúshláin eacnamaíochta gan fasach ann. Mar fhreagra ar an ngéarchéim seo atá ag dul in olcas, d’fhógair an Rialtas sonraí maidir lena phlean athshlánaithe ceithre bliana i mí na Samhna 2010. Rinne an Rialtas cinneadh deireadh a chur leis an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe agus poist mhúinteoireachta na gComhordaitheoirí Tuaithe san STBSP i mí Lúnasa 2011.

Tá an Tionscadal Comhtháthaithe dírithe chomh maith anois ar bhainistíocht an ualaigh oibre bhreise a tháinig chun cinn toisc bhaint na seirbhísí seo agus an tionchar a bheadh ag deireadh a chur leis na tacaí.

Sa tréimhse dheacair seo, tá sé ríthábhachtach go gcoinneodh BNLO air bheith dírithe ar a chuspóirí agus seirbhís a sholáthar a bhaineann torthaí níos fearr amach do leanaí ar bhealach costéifeachtach. Sa bhliain 2010, rinne an tArd-Reachtaire Cuntas agus Ciste athbhreithniú luach ar airgead ar an mBord Náisiúnta Leasa Oideachais, dar teideal Monitoring School Attendance. Thug an tuarascáil chun suntais an deis mhór a chuir comhtháthú na seirbhísí faoin BNLO ar fáil agus bhain sé de thátal as go bhfuil sé seo ina dheis cur chuige níos comhtháthaithe a bhaint amach i leith freastal, rannpháirtíocht agus coinneáil scoile.

Mar fhocal scoir, ba mhaith liom mo bhuíochas a ghabháil le foireann Bhord an BNLO as a gcuid tacaíochta leanúnaí i soláthar bhunchuspóir BNLO agus as a gcuid oibre sa phróiseas comhtháthaithe go háirithe.

Ba mhaith liom fáilte mhór a chur chomh maith roimh ár POF nua Clare Ryan. Tá Clare tiomanta don míbhuntáiste oideachais agus tá eolas leathan aici ar na tionscnaimh reatha seirbhíse. Dar leis an mBord, tá a taithí ríthábhachtach le sainchúram leathnaithe BNLO a chur chun cinn, chun cur chuige aonair, straitéiseach a fhorbairt d’fhreastail, rannpháirtíocht agus coinneáil i scoileanna. Guím gach rath uirthi agus tugaim mo dhearbhú di go mbeidh tacaíocht iomlán an Bhoird aici de réir mar a stiúrann sí seirbhís ardfhuinniúil i dtréimhse thar a bheith dúshlánach.

Cathal Flynn Cathaoirleach

Ráiteas an ChathaoirlighCroí-thiomantas an BNLO ná obair a dhéanamh ar theidlíocht gach linbh a chinntiú maidir le hoideachas a fháil. Ó bunaíodh é sa bhliain 2002, tá dul chun cinn suntasach déanta ag an mBord Náisiúnta Leasa Oideachais i gcruthú eagraíochta atá tiomanta do ghníomhartha a chur i bhfeidhm chun freastal agus rannpháirtíocht scoile a fheabhsú.


Is gníomhaireacht reachtúil neamhspleách é an Bord Náisiúnta Leasa Oideachais (BNLO), a bunaíodh faoin Acht Oideachais (Leas) 2000, a bhfuil de shainchúraim air a chinntiú go bhfreastalaíonn gach aon leanbh sa Stát ar scoil nó oideachas malartach a sholáthar. Tá príomhról ag an mBord, go háirithe, chun freagairt do chásanna de leanaí gan a bheith ag freastal ar scoil go rialta, nó áit a bhfuil buairt ann faoi leas oideachais an linbh.

I lár na bliana 2009 chinn an Rialtas go ndéanfaí athrú suntasach ar chomhdhéanamh an BNLO trí fhógairt go ndéanfaí an Scéim Teagmhála Baile, Scoile agus an Phobail (STBSP), an Clár Críochnaithe Scoile (CCS) agus an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe (SMCT)1* a chomhtháthú laistigh den BNLO, ag éascú fhairsingiú an tsainchúraim ionas go gcuimseofaí níos mó an obair ar rannpháirtíocht agus coinneáil.

Is léiriú an Tuarascáil Bhliantúil seo do 2010 ar an gcaoi a raibh an BNLO, de bhreis ar na croíchleachtais ag gach snáithe seirbhíse ar leith, ag oibriú i dtreo cur chuige amháin, straitéiseach a fhorbairt, ag léiriú cineál agus láidreachtaí gach snáithe seirbhíse. Sa tuarascáil seo tá sonraí faoin obair leanúnach a bhí ar siúl ag gach seirbhís sa bhliain 2010.

Sainchúram Reachtúil agus Feidhmeanna an Bhoird

Cruthaíonn an tAcht Oideachais (Leas), 2000, creat cuimsitheach do chur chun cinn rannpháirtíochta scoile, coinneáil agus freastal rialta chomh maith le haghaidh a thabhairt ar chúiseanna neamhláithreachta agus luathfhágála scoile.

Déanann an tAcht seo foráil do chreat reachtúil maidir le sainchúram leathnaithe an BNLO i gcás na freagrachta as cur chuige comhtháite straitéiseach a fhorbairt don fhreastal; coinneáil agus rannpháirtíocht; cur le hobair agus eispéireas na Scéime Teagmhála Baile, Scoile agus an Phobail, an Chláir Chríochnaithe Scoile, Múinteoirí Cuartaíochta do Thaistealaithe agus na Seirbhíse Leasa Oideachais.

Cuireann an tAcht de cheangal ar BNLO triail a bhaint as gach idirghabháil leasa sula dtéann siad i mbun an dlí a chur ar thuismitheoirí atá ag déanamh faillí ar a ndualgas a leanaí a chur ag freastal go rialta ar scoil.

De bhreis air sin, cuireann an tAcht de cheangal ar an mBord bheith freagrach as leanaí a bhfuil oideachas á chur orthu lasmuigh de scoileanna aitheanta, sa bhaile mar shampla, chomh maith le daoine óga 16-17 mbliana d’aois a fhágann an scoil go luath chun dul ag obair.

Bunchuspóir

Bunchuspóir bunaithe an BNLO ná leibhéal rannpháirtíochta oideachais leanaí agus daoine óga a uasmhéadú, trí chinntiú go bhfreastalaíonn gach leanbh ar an scoil nó go bhfaigheann siad oideachas oiriúnach.

Fís BNLO do Leanaí

Is éard atá i gceist le fís an BNLO ná sochaí ina bhfaigheann gach leanbh a bhfuil de cheart acu ó thaobh an oideachais de, ionas gur féidir leo taitneamh a bhaint as an óige, lán a gcumas a shroicheadh agus cur le saol eacnamaíochta, sóisialta agus cultúrtha a bpobal.

1 I mí na Samhna 2010, d’fhógair an Rialtas sonraí faoina phlean téarnaimh ceithre bliana. I gcás dhá cheann de chinntí an phlean, le héifeacht ó mhí Lúnasa 2011, beidh tionchar díreach acu ar an BNLO comhtháite: 1) cuirfear deireadh leis an tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe, agus 2) cuirfear deireadh leis na poist mhúinteoireachta de Chomhordaitheoirí Tuaithe sa TBSP. Cibé scéal é, le linn 2010 bhí an dá sheirbhís ina mbunchuid d’obair an BNLO agus mar sin tá siad ábhartha don Tuarascáil Bhliantúil seo do 2010.

Forbhreathnú ar an mBord Náisiúnta Leasa Oideachais

02 Forbhreathnú ar an mBord Náisiúnta Leasa Oideachais

03 Ráiteas an Chathaoirligh 04 Athbhreithniú an Phríomhoifigigh

Feidhmiúcháin 05 An Bord

06 Athbhreithniú ar 2010 06 Ár Seirbhís 07 Seirbhís Chomhtháite Tacaíochta a Thógáil 08 An tSeirbhís Leasa Oideachais 14 An Scéim Teagmhála Baile, Scoile agus an Phobail 17 An Clár Críochnaithe Scoile 20 An tSeirbhís Múinteoirí Cuartaíochta do Thaistealaithe

22 Eolas faoin Eagraíocht 28 Tuarascáil agus Ráitis Airgeadais an BNLO

Clár na nÁbhar

02 Overview of the National Educationaldevelopment of a single strategic approach to maximising school attendance, participation and retention. The integration process continued in

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