annual report web - tusla · annual report 2009 3. chief executive oﬃcer’s review to date, ......

02Overview of the National Educational Welfare Board

03Chairperson’s Statement

04Chief Executive Officer’s Review

05The Board

06Review of 200907 Our service07 Taking Action to Prevent Absenteeism08 Developing Capacity and Delivering a High-quality Education Welfare Service16 Developing Inter-agency and Collaborative Working Practices18 Developing Evidence-based Policy and Practice21 Organisational Review21 Building a Learning Organisation

24NEWB Report and Financial Statements

Contents

Function

The National Educational Welfare Board (NEWB) was established in 2002 and has a statutory function to ensure that every child either attends a school or otherwise receives an education. In particular, the Board has a key role in following up on children who are not attending school regularly, and where there is a concern about a child’s educational welfare.

The Board also has responsibility for children who are being educated outside of schools (e.g. at home) and 16-17 year-olds who leave school to take up employment.

In addition, under the Education (Welfare) Act, 2000, the Board must ensure that every child receiving education in a place other than a recognised school (such as in the home or in a private school) must be registered with the NEWB.

The Board is appointed by the Minister for Education and Skills and its members are drawn from teachers, school management, parents, agencies and services that work with young people, and a number of relevant Government Departments.

In May 2009, the Minister for State at the Department of Education and Science, Seán Haughey TD, announced that with effect from 1st September 2009, the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP) and the Visiting Teachers Service for Travellers (VTST) would be integrated under the NEWB. The Board is charged with developing a single, strategic approach reflecting equally the nature and strengths of each service - including the National Educational Welfare Service - to address school attendance, participation and retention.

Statutory Remit

The NEWB was set up under the Education (Welfare) Act, 2000. The Act is a progressive piece of legislation that emphasises the promotion of school attendance. The NEWB focuses on identifying the causes of the problems behind a child or young person’s non-attendance at school and supports inter-agency initiatives to encourage full attendance. 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 Education (Welfare) Act, 2000 establishes a comprehensive framework for promoting regular school attendance as well as tackling the problems of absenteeism and early school leaving. It also provides the legislative framework for the extended remit of the Board regarding responsibility for developing an integrated strategic approach to attendance; retention and participation; building on the work and experience of the Visiting Teacher Service for Travellers; the Home School Community Liaison Scheme; the School Completion Programme, and the NEWB’s Educational Welfare Service.

Mission

The 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.

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 make a valued contribution to the economic, social and cultural life of their community.

Overview of the National Educational Welfare Board

In response to the crisis, on 27th March 2009, the Government announced a recruitment and promotion moratorium in respect of the civil and public service. The restrictions were deemed necessary as savings in the public service pay bill were required to contain public expenditure.

Against this background, demand for NEWB services continued as families struggled with the fall-out from increased unemployment and poverty.

The future direction of the NEWB was considered by Government and, in May, Minister Seán Haughey made a significant announcement and charged the Board with developing a single, strategic approach to meeting the needs of children at risk of early school-leaving or of developing attendance problems, drawing on the skills, expertise and knowledge of four services (Home School Community Liaison; School Completion Programme; Visiting Teacher Service for Travellers and the Educational Welfare Service) that will form a new integrated education support service.

The desired outcome would see the combined strengths and distinct skills of staff from the four services – along with classroom teachers and other school-based personnel – working together as multi-professional teams to offer seamless education support to children and families in relation to attendance, participation and early intervention.

I am pleased to report that work on the integration of the services is now well underway and it is hoped that the successful delivery of this project will harness the collective resources and expertise in each of the four services to enable front-line staff to achieve better outcomes for children, families and schools.

The reasons for poor school attendance are complex and challenging. Insights gained from the Board’s work to date underline the need for a collaborative, integrated approach to resolving school attendance problems.

In late-2009, the NEWB’s second strategic plan Every Child Counts, 2010-2011 was launched. The NEWB’s core commitment to secure every child’s entitlement to an education is a key driver of the Every Child Counts strategy.

Building on the experience and achievements of the Board to date, the strategy places an emphasis upon practice development, efficient use of resources, and development of partnerships with education services and others to help prevent and tackle school absenteeism.

Undoubtedly, the economic environment creates uncertainty about what the Board’s capacity will be to deliver on key responsibilities. In light of this, the Every Child Counts strategy will be reviewed regularly against changing circumstances, so that the Board remains in a strong position to plan and manage resources.

Finally, on a personal note, I wish to thank the staff and Board for their ongoing support in delivering the mission of the NEWB. I also extend a warm welcome to our new colleagues in the Board - Home School Community Liaison Coordinators, School Completion staff and the Visiting Teacher Service for Travellers - and look forward to working closely with you in the years ahead.

Cathal Flynn Chairperson

Chairperson’s Statement

2009 was a challenging year. We witnessed the most difficult economic environment for Ireland in decades, combined with unprecedented pressure on the public finances.

National Educational Welfare Board Annual Report 2009 3

Chief Executive Officer’s Review

To date, the NEWB has made significant progress in building an organisation dedicated to implementing actions to improve school attendance and participation.

The infrastructure for the Educational Welfare Service has been put in place across the country. Staff teams operate in 31 office locations and there is - at least - a basic service in every county, with more significant resources invested in areas of disadvantage where attendance problems are greatest.

Each year, the service works with approximately 8,000 children who have been reported as having serious attendance difficulties. Actions have been taken to raise public awareness about attendance; national attendance data is being gathered and analysed; expertise in addressing school attendance is being steadily built up, and collaborative partnerships are being established.

The challenge for the Board’s new strategic plan Every Child Counts is to consolidate these achievements, respond to the learning from the work done, and address emerging challenges and opportunities.

The gap between the resources needed to deliver the Board’s statutory remit and its current capacity is certainly a huge challenge. There is a strong imperative on the Board to have clear priorities for the use of resources and these priorities underpin the new strategy.

A key part of the Board’s strategy is to scrutinise and strengthen the quality of our work, monitor its effectiveness, strengthen the focus on measuring outcomes for children and families and put children at the centre of the work.

In 2009, a new way of working (see section 4.2) was developed in partnership with staff and external consultants in an effort to standardise the intervention process and focus on early intervention. Operational guidelines were developed in consultation with staff and they were tested in six pilot sites.

The new model of working with vulnerable children and families strengthened collaboration with schools and other colleagues in

education support services and represented a significant shift in paradigm from focusing solely on raw attendance data.

The new way of working was developed (pilot ended April 2009) before the announcement by Minister Seán Haughey in May 2009 of his decision to extend the remit of the Board to include responsibility for the Home School Community Liaison Scheme, the School Completion Programme and the Visiting Teacher Service for Travellers (see section 2.1). The learning from the pilot provides a good starting point for the work that is now getting under way on developing a more integrated response to school attendance, retention and participation.

With the current economic climate and resulting moratorium on public sector recruitment, the need to ensure that young people succeed in education takes on new and urgent significance. The extended remit of the NEWB provides an opportunity to explore new possibilities for addressing the barriers to education.

I would like to take this opportunity to thank Eddie Ward for his work as Chief Executive Officer of the NEWB. The Board has commenced a recruitment process for the appointment of a CEO. In the meantime, I have been appointed as Acting Chief Executive Officer.

I also wish to thank the Board and staff of the NEWB for all their support and dedication. 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.

Nuala Doherty Acting Chief Executive Officer

Since its establishment, the NEWB has developed 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.


National Educational Welfare Board 4 Annual Report 2009

Mr Cathal Flynn Chairman, NEWB

Mr Ruairi Gogan**Department 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 Nuala Doherty* Acting 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 Clear***Health Service Executive

Mr Declan DunneBallymun Partnership

The following new appointments were made to the Board of the NEWB by the Minister for Education and Science:

*Appointed in June 2010, replaced Mr Eddie Ward

**Appointed in Dec 2008, replaced Mr Brendan Callaghan

***Appointed in January 2009, replaced Mr Seamus Moore

The Board



The Act addresses the educational welfare needs of children and young people in a number of ways:

• It outlines the entitlement of every child to receive an education.

• It establishes a legal obligation for children to attend school regularly from age six to 16 years.

• It clarifies the roles and responsibilities of parents and schools in relation to attendance, and sets down the arrangements for monitoring and reporting attendance, sharing of information about children’s education and enforcing the law.

• It establishes the NEWB with powers and functions to put in place the attendance and participation measures envisaged by the Act.

• It provides the legal basis for collaboration among key statutory agencies whose work can help to ensure that every child receives an education.

• It sets out the rights and obligations of parents who opt to educate their children outside of recognised schools.

Under the Act, the NEWB has a statutory function to ensure that every child either attends a school or otherwise receives an education. The Board has a range of functions and powers in relation to the following:

• Children not attending school regularly or who have no school place.

• Children being educated outside of school (e.g. at home).

• Assisting and advising parents.

• Power to prosecute parents; submit and attend appeals on enrolment and expulsion, and refer matters to the HSE.

• Supporting and advising schools.

• Guidance for schools on codes of behaviour and attendance strategies.

• Research on attendance and related matters.

• Providing advice to the Department of Education and Skills.

The organisation’s new strategic plan, Every Child Counts, will commence in 2010 (see section 1.1) and its planning and preparation comprised some of our work in 2009. Since the NEWB’s inception in 2005, we have structured our work along the strategic goals articulated in our first strategic plan, Every Day Counts. As such, this Annual Report for 2009 records the NEWB’s activities under the five strategic goal headings of the initial plan.

Goal 1. Take Action to Prevent Absenteeism.

Goal 2. Develop Capacity for and deliver High-quality Educational Welfare Services.

Goal 3. Develop Inter-agency and Collaborative Working Practices.

Goal 4. Develop Evidence-based Policy and Practice.

Goal 5. Build a Learning Organisation.

The Education (Welfare) Act, 2000 created a comprehensive single national framework to support regular school attendance and participation in education. It applies to all children and young people living in the State, including children attending a State-regulated school; children receiving education in other settings (for example in the home) and young people aged 16 and 17 who leave school to take up employment.

Review of 2009


1.1 Guidelines for Developing School Codes of Behaviour

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

Every school must develop an action plan for the review or preparation of their code of behaviour, together with appropriate timeframes for doing the work set out in that plan. In other cases, a Board of Management should ensure that a code of behaviour based on the guidelines is in place as soon as possible following the establishment of the school.

In 2009, EWOs continued to support schools around the country in the development of their codes of behaviour in line with the NEWB guidelines.

In 2009, the Board also developed a Code of Behaviour checklist to facilitate schools to audit their existing Code of Behaviour against good practice.

The audit checklist is now available as a reference document in PDF format to download and as a Word document that can be completed online or downloaded. See: www.newb.ie

1.2 Promoting Attendance and Participation

Educational Welfare Officers (EWOs) work with schools throughout the country in promoting good attendance. Schools are legally obliged to develop their own statement of strategy around promoting school attendance (under Section 22 of the Education (Welfare) Act, 2000).

Around the country, certificates are regularly presented to children who

show an improvement in their attendance or achieve unbroken attendance.

In October 2009, 67 Cork pupils received awards for eight to 14 years of continuous unbroken school attendance. Two outstanding pupils received awards for 14 years of unbroken attendance - they had never missed a day while in primary or post-primary school.

A special event in recognition of the pupils with eight years or more of unbroken attendance at school was held in Cork City Hall. This annual event, which dates back to the start of the last century, is now organised by the NEWB and sponsored by Cork City Council.

Over 1,400 other pupils throughout Cork City also received certificates for unbroken attendance, ranging from one year to seven years of unbroken attendance.

Take Action to Prevent Absenteeism

Goal 1

Review of 2009

OurService

2.1 An Integrated Approach to School Attendance, Retention and Participation

In May 2009, the Department of Education and Skills extended the remit of the NEWB and charged it with developing a single, strategic approach to attendance, participation and retention in school to meet the needs of children at risk of early school-leaving or of developing attendance problems.

A core part of the new extended remit is an integrated child and family-centred education support service drawing on the skills, expertise and knowledge of four services - Home School Community Liaison (HSCL), School Completion Programme (SCP), Visiting Teacher Service for Travellers (VTST) and the Educational Welfare Service (EWS).

By combining the skills and strengths of staff from the four services – along with those of teachers and other school-based personnel – the new, integrated approach will help children who struggle to attend school to learn more effectively and stay in school for longer.

Work commenced in 2009 on developing the new arrangements. An integrated management team which comprises NEWB regional managers and regional co-ordinators of the SCP and HSCL services, has been established and is working effectively at national level. At local level, the four service strands are building on the strong working relationships that are already in place (see Section 4.2 in particular).

Following a public tendering process, an integration project consultant was appointed whose role it is to provide 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 Integration Project is now well underway and will draw on the expertise of the Board, staff from all services and stakeholders, to ensure that integration is based on a solid foundation of knowledge, national policy, evidence from research and service delivery.

The new integrated service is a positive development that aims to achieve better educational outcomes for all children. The successful integration will see the combined and complementary skills of over 800 staff from the four services (EWOs, HSCL, SCP and VTST) – along with teachers and other school-based personnel – working seamlessly to provide support to children and families in relation to attendance, participation and retention.

The following sections give an overview of the three additional initiatives that are now integrated within the NEWB:

Develop Capacity and Deliver a High-quality Education Welfare Service

Goal 2

Review of 2009 - Our Service



Home School Community Liaison ProgrammeThe Home School Community Liaison programme (HSCL) is a school-based preventative strategy that is targeted at pupils who are at risk of not reaching their potential in the educational system because of background characteristics that tend to adversely affect pupil attainment and school retention. The underlying policy of the scheme is one that seeks 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 adults in children’s educational lives and seeks indirect benefits for the children themselves. It involves the designation of teachers in schools who take the lead in this work.

The service is co-ordinated by a National Team comprising 3 National Coordinators who provide leadership, direction, training development and co-ordination to the 450 Local HSCL coordinators who are employed in DEIS (Delivering Equality of Opportunity in Schools), primary and second level schools around the country. All members of HSCL are teachers.

The two main elements of the programme are:

1 Building partnerships between parents and teachers in the interests of children’s learning (home visits, courses, encouraging parental involvement with school)

2 working with staff in schools to develop / encourage partnership with parents

School Completion Programme The School Completion programme (SCP) is targeted at young people between the ages of four and 18 years who are at risk of early school leaving. The SCP is mainly aligned to DEIS schools but there are also a number of non-DEIS schools that also benefit from the service.

The objective of the SCP is to provide a range of interventions and supports including breakfast clubs, mentoring programmes, counselling and other out of school initiatives.

The SCP is overseen by a National Coordination Team who advise, monitor and support the local projects and retain oversight of the area-based retention plans. In 2009 there were 124 local projects employing 251 full time project staff and 3,400 sessional and part-time staff. Each of the 124 local SCP projects have a management committee with representives of the schools principals, HSCL, parents, local community which manages the direction of the project and the use of resources.

Visiting Teacher Service for Travellers The Visiting Teachers Service for Travellers work to promote, facilitate and support the education of Travellers from pre-school to third level. There are 40 Visiting Teachers for Travellers who work on teams of between 2-6 members in 10 regional teams. They work with Travellers, their families and with schools and centres for education with a view to promoting the integrated education of travellers.

2.2 Educational Welfare Service in 2009

The NEWB operates through five regional teams, each of which is headed by a Regional Manager who leads a number of Senior Educational Welfare Officers, who in turn manage a team of Educational Welfare Officers (EWOs).

EWOs are located in the most disadvantaged areas and they prioritise children who are out of school and who have no school place. The Department of Education’s DEIS programme (Delivering Equality of Opportunity in Schools) is a key policy context for the work of the NEWB. The DEIS initiative is designed to ensure that the most disadvantaged schools benefit from a range of supports, while ensuring that other schools continue to get support in line with the level of disadvantage among their pupils. In accordance with Department of Education and Skills policy, the Educational Welfare Service gives priority to children attending DEIS schools.

The NEWB’s educational welfare service was provided from 31 locations nationwide in 2009, and 90 members of staff are directly involved in service delivery. The Board has currently 109 sanctioned posts.

In 2009, there were seven vacancies as a result of the Government’s moratorium on public sector recruitment. These posts included a Regional Manager in Dublin City, five Educational Welfare Officers and an Administration Manager.

In September 2009, a number of changes took place to the geographical structure of the Educational Welfare Service regions. The changes followed consideration by management and staff regarding the need to improve the targeting and effectiveness of service delivery.

Review of 2009 - Our ServiceGoal 2 Develop Capacity and Deliver a High-quality Education Welfare Service




Dublin City 01. Dublin*02. Clondalkin

Leinster North / Ulster 03. Dublin*04. Navan 05. Dundalk06. Cavan07. Drogheda

Leinster South 08. Tallaght* 09. Kilkenny 10. Wexford11. Naas12. Bray13. Carlow14. Waterford

Munster 15. Cork*16. Limerick 17. Tralee18. Thurles19. Ennis20. Bantry

West / North West22. Galway*23. Letterkenny 24. Sligo25. Castlebar26. Longford27. Tuam28. Mullingar29. Athlone30. Tullamore31. Portlaoise

Table 1: Overview of Educational Welfare Service Work Activity, as at 31st December 2009

SchoolVisits

Home Visits Letters to Parents

Meetings with Other Agencies

Case conferences under Children’s Act 2001

Training Days

Dublin City 1,571 2,225 2,242 687 67 71.5

Leinster North / Ulster 1,800 2,951 2,969 1,079 54 94

Leinster South 1,135 2,215 2,842 681 51 78

Munster 2,291 2,844 2,630 997 29 55

West / North West 1,277 2,297 1,908 550 53 58.5

8,074 12,532 12,591 3,994 254 357

Table 2: Overview of caseloads, as at 31st December 2009

Cases at Start of January 2009

New Cases Closed Cases Cases at End of December 2009

Dublin City 841 589 931 499

Leinster North / Ulster 654 741 977 418

Leinster South 692 485 789 389

Munster 608 492 783 317

West / North West 363 638 655 346

3,158 2,945 4,135 1,969

*Regional Office




2.2.1 Work of Educational Welfare Officers

Education Welfare Officers (EWOs) deliver a service directly to children, families and schools to ensure that children attend and benefit from education. They work with other agencies / services to overcome the barriers to school attendance. EWOs focus on identifying the causes of the problems behind a child or young person’s non-attendance at school, and support inter-agency initiatives to encourage full attendance. The Education (Welfare) Act, 2000, requires EWOs 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, and that consideration remains foremost in their work.

EWOs deliver a service to children, families and schools to ensure that each child attends and benefits from education. They assist schools, students and parents in complying with their legal obligations under the Act. 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 that create environments which encourage children to attend school regularly.

2.2.2 Senior Educational Welfare Officers

There are 13 Senior Educational Welfare Officers (SEWOs) in the service, one of which is a specialist post with responsibility for education outside of recognised schools. The main responsibilities of SEWOs are to: manage and develop a team of EWOs; provide supervision and support to EWOs; ensure that policies and processes are implemented in a standard way and represent the Board at local level.

The SEWO grade is recognised as having a vital role and responsibility in the management, motivation and provision of clear guidance to EWOs, along with ensuring that provision of local service delivery to children, parents and schools is prioritised, provided in a timely manner and frequently reviewed.

The NEWB places a high value on the leadership and commitment the senior grade plays in the overall development of the service, and relies on their experience and expertise to guide policy development and ensure implementation at local level.

2.3 Legal Sanctions

Court proceedings form a very important component of the NEWB’s work. Taking legal action against a parent / guardian is a very serious matter at any time and there must be a clear view that every other possibility of resolving barriers to school attendance have been exhausted and that the welfare approach has failed to ensure that the child attends school.

Imposing a sanction on parents / guardians for non-attendance is the responsibility of the court in each case having heard all the evidence, including that of the EWO and the parents / guardians. The law provides that upon conviction that 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 given extensive opportunity to address the underlying issues with the EWO and the school. Occasionally, the involvement of other State services to give additional support to the family can be sufficient to bring about change.

• In 2009, 319 SANs were issued in respect of 168 children.

• Since its establishment, the NEWB has issued a total of 1,094 SANs.

In exceptional cases, where there is no progress being made and the child remains out of school, the NEWB will consider taking a prosecution.

In 2009, 81 new summonses were issued in respect of 49 children. Seventy-three summonses were brought forward from previous years, bringing the total number of cases on hand in 2009 to 154. Of these cases:

• 40 had convictions (one case with a conviction was ongoing at the end of 2009).

• 10 were struck out or withdrawn (for a variety of reasons including children concerned returned to school).

• 104 were carried forward into 2010.

Since its establishment, the NEWB has issued a total of 221 summonses against parents in relation to 137 children. Of these:

• 67 had convictions (one case with a conviction was ongoing at the end of 2009).

• 50 were struck out or withdrawn (for a variety of reasons including children concerned returned to school).

• 104 are ongoing.



2.4 Education in Places Other than Recognised Schools

Section 14 (1) of the Education (Welfare) Act, 2000 states that the NEWB shall 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 that should be adhered to by the Board. The Board carries out assessments in accordance with the Department of Education and Skills ‘Guidelines on the Assessment of Education in Places other than Recognised Schools’ (2003).

To date, the Board has registered 638 children educated at home and 5,878 children educated in non-recognised schools (independent schools of various types) throughout the country.

A Senior Educational Welfare Officer manages this service which employs one full-time authorised person and a panel of experts who are commissioned to carry out ‘preliminary’ and ‘comprehensive’ assessments throughout the country. The panel underwent further training in carrying out comprehensive assessments in 2009. Under section 14 (5) of the Education (Welfare) Act, 2000 a comprehensive assessment is carried out if after conducting a preliminary assessment of the education provision, the Board is unable to determine whether the child is in receipt of a certain minimum education.

During the year the NEWB met with the Chairperson and Secretary of the Home Education Network (HEN), which is the largest support network for home educators in Ireland. Discussion centred on issues that arose for both the NEWB and the HEN in relation to the assessment and registration process. The NEWB also attended the annual HEN conference and met informally with a number of home-educating families.

2.5 NEWB Helpline

The National Educational Helpline is a lo-call service, which callers can access from any part of the country for the cost of a local phone call. It provides an immediate service for parents, schools and other professionals seeking information or advice in relation to a range of educational matters. The main queries

dealt with by the helpline included: no school place; expulsions; suspensions; Section 29 appeals; home tuition applications, and education outside of recognised schools.

The helpline has received an average of 5,000 calls each year since it was launched in 2004. The helpline also acts as a ‘signposting’ service for queries addressed to the Department of Education and Skills and other statutory agencies relating to educational issues, such as special educational needs, bullying and complaints against schools.Data gathered by the helpline in relation to ‘no school place’ can highlight population growth areas and this is provided to the Department of Education and Skills to assist in the planning process for the provision of school places.

In 2009, Educational Welfare Services established a small working group to review the current operation of the helpline and define future service provision, including the development of a set of quality operational standards in line with best practice. In late 2009, the Board’s EWO helpline post-holder retired from the Board and, as a result of the Government’s employment moratorium, the post could not be filled. As an interim measure, calls to the helpline are currently routed to regional offices.

Table 3: Education in Places other than Recognised Schools, as at 31st December 2009

Home Education Total Number of Families

Total Number of Children

Total Registered 437 638

Private Schools Total Number of Schools

Total Number of Children

Registered 33 5,878





When a young person is referred to an EWO by a school, a parent or another agency, the initial work of the EWO is to assess the nature, scope and depth of the problem.

Information is gathered from the school, home and the young person involved, to gain an understanding of the nature of the difficulties. If the problem is one of poor school attendance, for example, the assessment will examine the barriers to attendance facing the young person at that point in time.

The reasons for non-attendance are frequently multi-dimensional; some issues may be located in the family and their particular circumstances; others in the school experience or within the young person themselves. An assessment will seek to identify the strengths and resilience in the young person’s own and family’s situation to enable problems to be resolved. A plan will then be drawn up with the young person, family and school to address the various barriers identified. If a medical or psychological assessment of the young person or parent(s) is needed, the EWO will make these referrals. Family support or the help of other statutory and NGO support agencies may be needed by the family to help address identified issues.

Problems of poor school attendance are frequently one manifestation of more complex and deeply-rooted problems for families and take significant time, expert help and ongoing support from the EWO to make progress. The following four case studies, submitted by EWOs, provide some insight into the range of work EWOs encounter.

For the purpose of these case studies, names and other identifying features have been changed to protect family and individual privacy.

Case Studies



Johnny, aged 15

Johnny first came to the attention of the NEWB in December 2007 when he was in 1st year. He had been absent on a regular basis and it was noted by his teachers that his behaviour was challenging. The EWO assigned to Johnny met with the school Principal and subsequently met with his parent to try and gain an understanding of the existing challenges and to plan a way forward.

However, in June 2008, due to family circumstances beyond his control, Johnny was placed in the voluntary care of the HSE. Whilst in care, Johnny received education within a residential unit.

In September 2009, Johnny was placed in foster-care under the guardianship of his aunt. As he urgently required a school place, the EWO’s involvement in Johnny’s case resumed. Johnny was diagnosed with ADHD and therefore he required an educational placement suitable to his special needs.

Applications were made to a number of suitable educational settings, including the local Youth Encounter Project. With the assistance of the EWO, an interim solution of home tuition was provided by the Department of Education and Skills. The tuition was organised to take place in a local youth resource centre as Johnny’s home was a small apartment and the foster-parent had younger children.

Johnny continues to attend tuition each day and engages well with his tutor. He has made considerable progress in his education and intends to sit the Junior Certificate.

A placement was sourced in a Youth Encounter Project and the EWO is hopeful that Johnny will benefit from this.

Lisa, aged 10

Lisa was referred to the NEWB by a DEIS school in mid-December 2008 due to her attendance pattern. She had missed over half the school term since September of that year. The school had tried various interventions, but all had proved unsuccessful.

The EWO convened a meeting of school personnel and School Completion Programme staff to gather accurate information and to discuss the barriers to education for Lisa. A clear picture then emerged of the issues affecting the child and her family. The multidisciplinary team was concerned that her mother’s mental health difficulties were the primary reason for Lisa’s irregular attendance.

After three failed home visits, the EWO eventually met with Lisa and her mother. It was evident that her mother required the assistance of other services. The school and the EWO made a joint referral to a number of support personnel in the HSE to seek support for Lisa’s mother.

The EWO and her School Completion Programme colleague met with Lisa to formulate a plan on how they could assist Lisa to improve her school participation and attendance. The plan provided Lisa and her mother with practical tasks including adhering to a structured routine. The EWO also devised a chart with Lisa where she could record her achievements.

Lisa and her mother responded well to their interventions of the multidisciplinary approach to assisting the family overcome some of their difficulties and improving Lisa’s school attendance. The EWO continues to meet with Lisa every three weeks to review her progress, and she was only absent for two days during the period from the end of January to mid-April.

Lisa’s school reports that behaviour has improved and she relates much better with her peer group. Lisa’s mother also benefited considerably from the support she received from the local health service authorities and is happy that her daughter is now attending school.

The focused interventions with this family have proved beneficial and worthwhile in bringing this case to closure.


Case Studies




Sean, aged 15

Sean was referred to the NEWB by his school, as he had behavioural problems which resulted in a number of suspensions.

Teachers in Sean’s school reported that he would not sit in class and would wander off around corridors and refused to follow instruction. When challenged, he became verbally abusive and was also physically threatening to teachers and other students.

The EWO arranged to meet with Sean’s parents. They were supportive of the school and were frustrated with their son’s behaviour. His father explained that Sean was creating a strain within the family. His behaviourial problems extended beyond home and school: he had been cautioned under the Junior Liaison Officer system.

The EWO met with Sean. He explained to the EWO that he felt angry all the time, but did not know why. He was adamant that he did not want to attend school.

With the family’s permission, the EWO organised counselling sessions for Sean at the local child and family clinic. This gave Sean the opportunity to talk through the feelings he was experiencing with a clinical nurse. Sean participated fully in the counselling sessions.

As part of the case plan, the EWO organised a National Educational Psychological Service (NEPS) assessment for Sean in school, to ascertain if there were any underlying learning difficulties. The EWO met with Sean’s teachers, the NEPS psychologist and a clinical nurse to discuss Sean’s needs and to address his behaviour at school. A number of issues were identified and a care plan was put in place to help Sean learn in school and to tackle his behavioural issues.

The care plan worked well for a number of weeks. However, a serious incident occurred at school and Sean was expelled. The EWO met with Sean and organised home tuition while a new school place was identified. Sean expressed an interest in attending a FÁS Community Training Centre and the EWO supported him in making an application. He is currently attending the Centre and is on the way to completing his course. The EWO remains in touch with the family and has also assisted Sean apply to mainstream school as he intends to complete his Leaving Certificate next year.

Clare, aged 6

In October 2009, six-year-old Clare was referred to the NEWB by her school due to her non-attendance at school. Clare had been absent from school for over a month. The EWO met with Clare’s mother who explained that Clare had been injured in an incident at school and, since then, she had not wanted to return to school.

The EWO arranged a meeting in the school between the Principal and Clare’s mother, and the issue of the injury was discussed. It was agreed by the school that if there were any further incidents that they would contact the mother immediately. The mother agreed to Clare’s return to school but this did not happen.

The EWO met with Clare’s mother again and tried to find out if there were any other issues in the household that needed to be resolved. The EWO, further to seeking permission, spoke to the family’s GP who also expressed his concern about the child’s school attendance. As there was no apparent medical reason why the child could not go to school, the EWO progressed to issuing the mother with a School Attendance Notice (SAN), the first step in legal proceedings.

Pursuant to issuing the SAN, Clare’s mother would not engage with the EWO. The HSE informed the EWO that they were experiencing difficulty reaching the mother and they united in their efforts to contact her.

After numerous attempts, the EWO and the social worker were successful in their efforts and made contact with Clare’s mother. The EWO outlined the seriousness of the situation and that a file had now been prepared to take the mother to court for failing to ensure that her child attended school. The mother assured the EWO that Clare would attend school on a number of occasions but unfortunately, Clare did not attend. Finally, the EWO called to the house one morning and succeeded in persuading Clare’s mother to bring Clare to school. The EWO and the school Principal brought the child into her class and reintroduced her to her classmates.

Clare was clearly happy to have returned to school. Clare’s mother approached the EWO and explained that she was missing her daughter being at home and that she was lonely. The EWO arranged a suitable professional to speak with Clare’s mother about her feelings. Clare’s mother is seeing a local community counsellor on a regular basis, and the EWO continues to monitor the case closely. Since Clare’s return to school, she has only missed three days of school due to illness.

Case Studies




3.1 Inter-Agency Protocols

In recognition of the cross-cutting nature of the factors impacting on school attendance, under Section 12 of the Education (Welfare) Act, 2000, the NEWB is charged with ensuring that there is consistency and strong coordination with the work and policy development of a wide range of Government Departments and State agencies.

The NEWB is keenly committed to developing protocols that will promote innovative and collaborative ways of working to improve attendance and tackle attendance issues. Central to this is the development of close working relationships with other professionals and agencies, to ensure an integrated approach to children’s educational welfare.

The NEWB and the National Council for Special Education (NCSE) are independent statutory agencies established under the Department of Education and Skills with separate roles, remits and functions. Broadly speaking, both agencies share a responsibility for ensuring that children receive an education, and for that purpose that they receive appropriate support according to their needs.

The NCSE and NEWB, from their establishments, had informal inter-agency working arrangements in place and collaborated on shared work projects. In January 2009, with the support of the Department of Education and Skills, the two agencies agreed to formalise these working arrangements, specifically 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.

Develop Inter-agency and Collaborative Working Practices

Goal 3



With the increased specialisation of services and the emphasis on local service delivery, there is an increasing imperative for services to develop effective ways of working together to improve outcomes for children and to address complex emerging needs. This approach is also consistent with recent Government policy outlined in the Transforming Public Services programme.

Both the NEWB and the NCSE are committed to efficient collaborative work and the jointly developed working protocols have clarified the roles and remit of both agencies to enable this work to be most effective.

The vision underpinning the working protocols places children at the centre of our work and promotes a culture of respect for the work of each agency in addition to an understanding of our separate roles and expertise.

The NEWB will keep these arrangements under review and feedback from schools, families and service-users will be taken into consideration for evaluation purposes.

Opportunities will be given for staff to learn and work together to build supportive professional relationships in order to achieve best outcomes for the children with whom we work.

The NEWB is now in the process of developing similar protocols with other agencies with similar objectives. The Board has commenced work on developing working protocols with the Health Service Executive. 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.

The NEWB is also developing a protocol with the Irish Youth Justice Service regarding children’s educational placement following placement in detention centres.

In addition, the NEWB has developed 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. The purpose of these initiatives is to provide a focused service delivery to children and their families, which is targeted, appropriate and in the best interests of the children concerned.

3.2 Children’s Services Committees

The Children’s Services Committee initiative dates back to 2006. The Partnership agreement Towards 2016 included a specific government commitment to establish:

1 A high level group that would draw together those Government Departments and State Agencies which develop policies and deliver services that affect children’s lives. Its purpose is to ensure better co-ordination of services for children and families.

2 A local level, a Children’s Services Committee within each City / County Development Board. These committees are chaired by the HSE.

The NEWB is represented on the National Group and on the Children’s Services Committees in Limerick, Dublin City and South County Dublin. In 2009, a Regional Manager also represented the NEWB on two new committees, in Fingal and Kildare.

The Children Services Committees are charged with implementing strategic plans and policy documents already devised in relation to children’s services in Ireland. Their objective is to:

• Develop strong cross-agency working relationships.

• Secure support for the joint implementation of policies / initiatives requiring inter-agency action.

• Maximise integration of service delivery at the local level.

While each committee works to a local plan based on their analysis of need in those counties or city areas, there are common issues / work focus across many of the CSC’s including how to share information safely across agencies; developing common ways of assessing needs; and improving educational outcomes.

The Committees have been very helpful to the Educational Welfare Service in developing and strengthening the key partnerships and relationships at a senior level with all the area service providers in order to ensure that children and families receive joined up services and that school attendance and participation is a shared concern across agencies working with children and families.

Review of 2009 - Our ServiceGoal 3 Develop Inter-agency and Collaborative Working Practices




4.1 Research: Annual Attendance Data

Analysis of School Attendance Data

The National Educational Welfare Board’s most recent report of the Analysis of School Attendance Data in Primary and Post-Primary Schools, 2006/07 – 2007/08 shows that the percentage of student days lost through absence has remained stable over the last five years.

Over 57,000 students miss school each day, consisting of approximately 31,500 primary and 26,000 post-primary students. This is an average loss 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 (58,000) and 17% of post-primary students (57,000) were absent for 20 days or more during the school year 2006/2007 and 2007/2008. However, there were considerable differences between schools. Some schools will have had no pupils absent for twenty or more days while others will have more than one fifth (20%) of pupils missing this number of days.

The report also provides a detailed county by county analysis of this data.

Since the commencement of the Education (Welfare) Act, 2000 schools are obliged by law to

submit an Annual Attendance Report (AAR) to the NEWB on the levels of school attendance each year. High response rates to the AAR, (95%) at primary school and post-primary (91%), indicate that absenteeism is taken seriously by schools. It also means that data provided by the AAR now constitute a national database and can be used to monitor non-attendance, expulsion and suspension in all of the country’s primary and post-primary schools.

Develop Evidence-based Policy and Practice

Goal 4

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 5.7% of student / days in 2007/8 compared to between 4.9% and 6.7% for Northern Ireland, England, Scotland and Wales. Non-attendance for post-primary schools was 7.7% of student days, compared to between 7.3% and 9.1%.

The analysis of the 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. Higher levels of non-attendance are also associated with poverty, lower academic performance, higher dropout rates and poorer performance in the Junior Certificate Examination.

4.2 Developing A New Way of Working

The NEWB is committed to delivering a quality service that focuses on standards and outcomes in relation to school attendance and placement matters.

A key part of the Board’s strategy is to continue to scrutinise and strengthen the quality of work; monitor its effectiveness; strengthen the focus on measuring outcomes for children and families, and put children at the centre of the work.

From October 2008 until April 2009, a new way of working was developed in partnership with staff and external consultants in an effort to standardise referral pathways and the intervention process. Operational guidelines were developed in consultation with staff and they were tested out in six pilot sites.

The objective of the pilot was to:

• Test case-management practices.

• Standardise practice and strengthen the focus and purpose of casework.

• Develop a more outcomes-driven service.

In addition to standardising the practice of EWOs, the pilot involved some significant changes in the practice of staff that were built into the new model. Some of the key changes within the pilot were:

1. A differentiation between reporting and referring.

2. A greater expectation that schools will have made attempts to resolve attendance issues before a referral is made to the NEWB.

3. The introduction of a tier of pre-referral preventative work under the category ‘Brief Interventions’.

4. Introduction of a NEWB referral form.

5. A greater emphasis on working collaboratively with education support services, such as Home School Community Liaison, School Completion Programme and the Visiting Teacher Service for Travellers.

6. A greater emphasis on listening to children.

The aim of the new way of working was to target the service to those children in greatest need. In order to do this it was necessary to request schools to carry out local interventions at the outset to address issues of non-attendance. The pilot placed an expectation on schools to have engaged with pupils and parents prior to referral. To ensure that the school had done all that it could, a pre-referral checklist was developed. Where local interventions did not impact on poor attendance, a referral was to be made by the school to the NEWB.

The new model of working with vulnerable children and families strengthened collaboration with schools and other colleagues in education support services, and represented a significant shift in paradigm from focusing solely on raw attendance data.

The experience was externally evaluated in the NEWB report Reducing the Barriers to School Attendance: Testing a New Way of Working. Staff training days were held on 22nd and 23rd June 2009 to review the findings and share learning. The findings revealed an overall positive experience of the pilot by staff, schools, supports agencies, as well as children and families. In particular, staff, school and support agencies welcomed the pre-referral and referral forms, and recognised the benefits of early work on attendance being carried out by schools and this being more closely defined.

Following on from the pilot, the new way of working is being rolled out in selected areas around the country. There are currently 31 EWOs using the new model in 189 schools. Regular development sessions are taking place between the Director of Educational Welfare Services, Regional Managers, SEWOs, and external consultants. Practice workshops are ongoing with staff involved with the new way of working to share experience and inform the maturing of the practice model.

4.3 Supervision Policy and Training

Professional supervision is integral to the quality management framework of the NEWB. It is a key element in the delivery of front-line service, helping to ensure accountability, standardised practices, staff support and ensuring continuous professional development. The NEWB places great importance on the development of professional supervision within the organisation.

Review of 2009 - Our ServiceGoal 4 Develop Evidence-based Policy and Practice


Review of 2009 - Our ServiceGoal 4 Develop Evidence-based Policy and Practice

Following on from the review of the NEWB’s existing supervision policy, a new supervision policy is being developed in line with recommendations that emerged from the review. Alongside this, three Educational Welfare Service managers have undergone training in the UK with a view to delivering training across the Educational Welfare Service in 2010.

As part of this development process, a two day staff seminar was held in May 2009 at which a workshop on supervision took place for all Senior Educational Welfare Officers.

4.4 Guidance for Schools

Schools were required to submit four Student Absence Reports and one Annual Attendance Report in the academic year 2008/2009. Schools submitted returns on those students with serious attendance issues who had been identified during the current academic year, i.e. students falling within the following categories:

• A student who had reached 20 days of absence cumulatively.

• A principal was concerned about a student’s attendance.

• A decision to expel a student.

• A student had been suspended for six days or more cumulatively.

• A student’s name was removed from the school register for whatever reason.

The www.schoolreturn.ie website – which was designed in consultation with school managers, principals, teachers and parents – enables schools to submit Student Absence Reports (four per year) and Annual Attendance Reports (one) online.

The NEWB is committed to simplifying and streamlining current arrangements for the gathering of data on student absences to reduce the burden of administration on schools. The Board now plans to introduce new targeted arrangements in consultation with its partners in education.

4.5 Personal Safety

The NEWB has a duty to ensure the health and safety of its employees and to provide information, instruction, training and supervision as necessary. The NEWB actively promotes employee awareness on assessment of risk, provides safe systems of working and suitable equipment.

The NEWB operates a Health and Safety management system where personal safety is a standing item at professional supervision, team meetings, local management teams and regional managers meetings.

This guidance applies to all staff in the NEWB who meet with children and their families. The aim is to ensure the potential risks to the health and safety of staff are always considered. Safety at work is considered a dual responsibility for both staff and the NEWB employers.

In December 2009, NEWB supported eleven staff members to be trained as tutors. The staff members who took part comprised representatives of the four services – Home School Community Liaison, School Completion Programme, Visiting Teacher Service for Travellers and the Educational Welfare Service.

The tutor training is accredited and enables staff who have successfully completed the course to construct and deliver personal safety training sessions to colleagues in anticipating, avoiding, reducing and managing violence and aggression in their working lives.

Training will be delivered across the four services in 2010.



5.1 Strategic Direction

In late-2009, the NEWB launched its new strategic plan, Every Child Counts, 2010-2011, which is focused on achieving better outcomes for children’s school attendance and participation.

The NEWB’s core commitment to secure every child’s entitlement to an education is a key driver of the Every Child Counts strategy. Building on the experience and achievements of the past - and drawing on the recent consultations with staff and partners – the Board has identified five strategic goals that will focus the organisation’s work over the next two years.

Within the legislative framework, the NEWB will continue to support children, families and schools and advise the Department of Education and Skills on the achievement of better educational outcomes. The 2010-2011 strategy places an emphasis upon practice development; the effective use of resources, and the development of partnerships within education and its services that impact positively on school attendance and help prevent and tackle school absenteeism. The fulfilment of the Board’s mandate depends on organisational capacity and the NEWB’s ability to develop and support staff in the delivery of quality services at every level.

As in the NEWB’s earlier strategic plan, the first four goals of Every Child Counts take account of external realities, resource constraints and challenges, and are shaped by a desire for efficient public services that meet the needs of children, young people, families and stakeholders. The fifth goal addresses the planning necessary for the extended remit of the NEWB - effective from 1st September 2009 - to include responsibility for the Home School Community Liaison Programme, the School Completion Programme and Visiting Teacher Service for Travellers.

In order to progress the achievement of the NEWB’s mandate from 2010 onwards and address the current challenges, the Board will ensure that the following strategic goals are achieved:

Strategic Goal 1 Influence national policy and shape public understanding in relation to school attendance and participation.

Strategic Goal 2Provide advice and support to children, parents / guardians and schools in order to secure the best outcomes for children’s school attendance and educational welfare.

Strategic Goal 3Make effective use of resources to ensure maximum impact on children’s school attendance.

Strategic Goal 4Develop models of good practice in the NEWB: the NEWB will build partnerships within the education system and with other agencies that can impact positively on school attendance.

Strategic Goal 5Build a unified education support service in line with government policy.

5.2 The Board

The role of the Board of the NEWB is to provide strategic leadership, direction, support and guidance for the body and promote commitment to its core values, policies and objectives.

In addition to the responsibilities set in the Education (Welfare) Act, 2000, the NEWB’s Board has the specific governance and management responsibilities of any state board including:

• To monitor the achievements of management and to ensure that a proper balance is achieved between the respective roles of board and management.

• Ensure that the body behaves ethically and in a manner that accords with the core values of the body.

Build a Learning Organisation

Goal 5

Review of 2009

OrganisationalReview



Review of 2009 - Organisational ReviewGoal 5 Building a Learning Organisation

• Define and promote the body’s role in the community by developing mechanisms for gathering the views of stakeholders and by keeping people informed in an open, accountable and responsible way.

• Define the mission of the body, decide its strategic goals and develop the policies required to achieve those goals.

The Board of the NEWB held eight formal meetings in 2009.

5.3 Audit Programme 2009

The Audit Committee was formally established by the Board of the NEWB on 21st February 2006. The Audit Committee’s membership comprises three serving Board members and two external members, one of which has financial and audit expertise. The Audit Committee is the key governance committee of the organisation and, through its work, aims to ensure that the Board is compliant with its governance obligations as a state and publicly funded body. This includes the ongoing implementation of effective control and governance compliance systems, the commissioning of internal audit reviews and the fostering of professional relationships with the external auditor and the executive. As part of the organisation’s assurance systems, the Committee relies on the expertise and knowledge of the executive, the internal audit function and the external auditors in carrying out their oversight responsibilities.

Key elements of the role include reviewing and evaluating internal audit reports and reviews, following up the implementation of recommendations and presenting periodic reports to the Board. The Audit Committee met on six occasions in 2009.

As part of the organisation’s audit plan, the Audit Committee commissioned a number of key audits which were undertaken by Deloitte, the NEWB’s internal audit service-provider. The audits found that the controls in place provided a level of assurance to ensure the efficient and effective achievement of objectives.

Internal Audit Work Programme 2009The Committee reviewed the progress of implementation of the recommendations of the Audit reports carried out in 2008. The following audits commenced and were completed in 2009 by Deloitte:

• Internal Financial Controls Review

• Information Systems Controls Review

The Internal Financial Controls Review concluded that it was apparent that NEWB had designed processes and control procedures to ensure the reliability and effectiveness of internal financial controls. Both audits

made recommendations which were communicated to the Board and have been scheduled for implementation in the organisation’s business plan for 2010 and 2011.

External Audit Work Programme 2009The Comptroller and Audit General’s external audit of the NEWB’s Financial Statements was completed in 2009 and incorporated into the NEWB’s Annual Report.

The C&AG commenced a VFM audit on monitoring school attendance at the latter end of 2009 and this will conclude in 2010.

Audit Committee EvaluationThe evaluation of the Audit Committee commenced at the latter end of 2009. The purpose of the review is to ensure ongoing good practice and compliance with corporate governance requirements and risk management including any related obligations within the new Code of Practice for the Governance of State Bodies. The review will conclude in 2010.

Review and Development of NEWB Risk Management FrameworkIn 2009, the NEWB commissioned an external consultancy to facilitate the review and development of the NEWB Risk Management Framework within the organisation. The objective of this project was to support the preparation of a Risk Register and to introduce a practical process for the ongoing management of risk.

The NEWB is committed to establishing and maintaining a robust risk management framework that supports the ongoing management of risk in accordance with the established risk appetite and corporate strategy.

The development of the NEWB Risk Management Framework will continue in 2010

5.4 Public Sector Transformation

The Transforming Public Services programme is the title given to the Government statement on transforming public services, and the Report of the Taskforce on the Public Service. The Taskforce on the Public Service was appointed by An Taoiseach, Brian Cowen TD, in May 2008. Its purpose was to develop an action plan in response to the OECD’s review of the Irish public service, which contained recommendations aimed at giving momentum to further transformation of the public service.

The action plan sets out the three-year framework that the Government has adopted to radically transform the public service. Sectoral centres have been established within the wider public service, including in the education sector. Their purpose



is to support the change agenda at sectoral level and the development of shared services is a key part of the process.

The NEWB, along with agencies under the aegis of the Department of Education and Skills, is working to define the potential for shared services amongst bodies of a common purpose.

5.5 Recruitment Moratorium

On 27th March 2009, the Government announced a recruitment and promotion moratorium in respect of the civil service and public service. These restrictions were deemed necessary to achieve savings in the public service and pension pay bill to contribute to correcting the major imbalances in exchequer finances.

During this time the objective of the Board has been to safeguard progress achieved over recent years and to maintain frontline services. In real terms, however, it has meant that we have not been in a position to fill vacant posts. This environment places additional pressures on the organisation as it strives to meet its statutory remit in a climate of diminishing resources. The Board had 102 staff, at the end of 2009, and seven vacancies.

5.6 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 extent possible, consistent with public interest and the right to privacy of individuals. A key benefit of FOI legislation is that it encourages openness and transparency and improves data management within organisations.

The Board received and responded to seven Freedom of Information requests in 2009. Three were granted; two were part-granted; none were refused, but two were withdrawn and handled outside of the Freedom of Information process.

5.7 Review of Industrial Relations by the Labour Relations Commission (LRC) Advisory Service

A positive industrial relations relationship is crucial to the management and implementation of change initiatives for any organisation. In 2009, the NEWB and IMPACT requested the LRC Advisory Service to conduct a review of Industrial Relations practice in the organisation. The process involved consultation with staff, management and IMPACT. The LRC concluded its report in November 2009 and will work with NEWB and IMPACT to implement the recommendations.

5.8 Corporate Procurement plan

In compliance with the National Public Procurement Policy Framework, the NEWB developed a Corporate Procurement Plan to ensure that its procurement activity operates in accordance with best practice, supports effective value for money purchasing and ensures probity and accountability. The Plan will be implemented in 2010 and is subject to periodic reviews.

5.9 Health & Safety

In 2009, as part of the NEWB’s implementation of its Health and Safety Management System and awareness raising exercise was carried out for all staff across the NEWB’s 31 locations. Risk assessments and health and safety statements were compiled for a number of individual office locations. This project rollout will continue in 2010.

5.10 Customer Service

The NEWB Customer Charter Action Plan, which was drawn up in keeping with the values of the NEWB, helps us to maintain a clear focus on our customers, to develop and refine our services, and to ensure we are kept aware of the needs of children and young people. The NEWB continued to implement its Customer Service Action Plan, which covers the period 2008 – 2010.

Review of 2009 - Organisational ReviewGoal 5 Building a Learning Organisation



NEWB Report and Financial Statements

Board Address: 16-22 Green Street, Dublin 7

Members of the Board: Mr. Cathal Flynn (Chairperson) Ms. Nuala Doherty (Acting CEO) Sr. Eileen Randles Ms. Aine Lynch Mr. Billy Sheehan Mr. Declan Dunne Ms. Catherine Hazlett Ms. Fionnuala Anderson Ms. Marie-Claire McAleer Mr. Pat McSitric Mr. Ruairi Gogan Ms. Michele Clear Ms. Sonja Croke

Acting Chief Executive: Ms. Nuala Doherty

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 2009 under the Education (Welfare) Act 2000.

The financial statements, which have been prepared under the accounting policies set out therein, comprise the Statement of Accounting Policies, the Income and Expenditure account, the Statement of Total Recognised Gains and Losses, the Balance Sheet and the Cash Flow Statement and the related notes.

Respective Responsibilities of the Board and the Comptroller and Auditor General

The Board is responsible for preparing the financial statements in accordance with the Education (Welfare) Act 2000 and for ensuring the regularity of transactions. The Board prepares the financial statements in accordance with Generally Accepted Accounting Practice in Ireland. The accounting responsibilities of the Members of the Board are set out in the Statement of Responsibilities of the Board.

My responsibility is to audit the financial statements in accordance with relevant legal and regulatory requirements and International Standards of Auditing (UK and Ireland).

I report my opinion as to whether the financial statements give a true and fair view, in accordance with the Generally Accepted Accounting Practice in Ireland. I also report whether in my opinion proper books of account have been kept. In addition, I state whether the financial statements are in agreement with the books of account.

I report any material instance where moneys have not been applied for the purposes intended or where the transaction do not conform to the authorities governing them.

I also report if I have not obtained all the information and explanations necessary for the purposes of my audit.

I review whether the Statement on Internal Financial Control reflects the Board’s compliance with the Code of Practice for the Governance of the State Bodies and report any material instance where it does not do so, or if the statement is misleading or inconsistent with other information of which I am aware from my audit of the financial statements. I am not required to consider whether the Statement on Internal Financial Control covers all financial risks and controls, or to form an opinion on the effectiveness of the risk and control procedures.

I read other information contained in the Annual Report, and consider whether it is consistent with the audited financial statements. I consider the implications for my report if I become aware of any apparent misstatements or material inconsistencies with the financial statements.

Basis of Audit Opinion

In the exercise of my function as Comptroller and Auditor General, I conducted my audit of the financial statements in accordance with the International Standards on Auditing (UK and Ireland) issued by the Auditing Practices Board and by reference to the special considerations which attach to State Bodies in relation to their management and operation. An audit includes examination, on a test basis, of evidence relevant to the amounts and disclosures and regularity of the financial transactions included in the financial statements. It also includes an assessment of the significant estimates and judgments made in the preparation of the financial statements, and of whether the accounting policies are appropriate to the Board’s circumstances, consistently applied and adequately disclosed.

I planned and performed my audit so as to obtain all the information and explanations that I considered necessary in order to provide me with sufficient evidence to give reasonable assurance that the financial statements are free from material misstatement, whether caused by fraud or other irregularity or error. In forming my opinion I also evaluated the overall adequacy of the presentation of information in the financial statements.

Opinion

In my opinion, the financial statements give a true and fair view, in accordance with the Generally Accepted Accounting Practice in Ireland, of the state of the Board’s affairs at 31 December 2009 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.

Andrew Harkness For and on behalf of the Comptroller and Auditor General 26 November 2010


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 2009.


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 2009 to 31 December 2009.

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 2009. 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 2009 2008 € €

Income

State Grants 1 9,244,713 9,758,403

Net Deferred Funding for Pensions 6 930,083 1,120,000

Transfer from / (to) Capital Account 10 58,580 85,440

10,233,376 10,963,843

Other Income 48,823 3,250

10,282,199 10,967,093

Expenditure 2 (9,660,381) (11,340,832)

(Deficit) / Surplus for the year 621,818 (373,739)

Accumulated Surplus at the 1 January 42,831 416,570

Accumulated Surplus at the 31 December 664,649 42,831

The Statement of Accounting Policies and Notes 1 to 17 form part of these financial statements.


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

Chairperson Acting Chief Executive Officer

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

Date


Income and Expenditure Account for the Year Ended 31 December 2009



Notes 2009 2008 € €

Surplus / (Deficit) for the year 621,818 (373,739)

Experience (gains) / losses on pension scheme liabilities 6 3,415,000 2,123,000

Change in assumptions underlying the present value of pension scheme liabilities 6 587,000 (2,038,000)

Actuarial (Gains) / Losses on Pension Liabilities 4,002,000 85,000

Adjustment to Deferred Pension Funding 6 (4,002,000) (85,000)

Total Recognised Gains / (Losses) for the year 621,818 (373,739)



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


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

Date


Statement of Total Recognised Gains and Lossesfor the Year Ended 31 December 2009



Notes 2009 2008 € €

FIXED ASSETS

Tangible assets 7 434,583 493,163

CURRENT ASSETS

Debtors & Prepayments 8 76,864 85,796

Cash at Bank and in Hand 1,448,688 1,122,122

Total Current Assets 1,525,552 1,207,918

CREDITORS (amounts falling due within one year) 9 (860,903) (1,165,087)

NET CURRENT ASSETS 664,649 42,831

Total Assets less Current Liabilities

Before Pensions 1,099,232 535,994

Deferred Funding Asset for Pensions 6 14,423,960 9,491,877

Pension Liabilities 6 (14,423,960) (9,491,877)

1,099,232 535,994

FINANCED BY

Capital Account 10 434,583 493,163

Accumulated Excess Income over Expenditure 664,649 42,831

1,099,232 535,994



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


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

Date


Balance Sheet as at 31 December 2009



Notes 2009 2008 € €

Surplus / (Deficit) for the year 621,818 (373,739)

Movement on Capital Account 10 (58,580) (85,440)

Depreciation 7 71,059 111,633

Loss on disposal of Fixed Assets 11,302 –

(Increase) / Decrease in Debtors 8,932 53,291

Increase / (Decrease) in Creditors (304,184) 317,600

Net Cash Inflow / (Outflow) from Operating Activities 350,347 23,345

CASH FLOW STATEMENT

Net Cash Inflow / (Outflow) from Operating Activities 350,347 23,345

Receipts from sale of Fixed Assets 100 –

Capital Expenditure Payments to acquire fixed assets 7 (23,881) (26,193)

(Decrease) / Increase in Cash 11 326,566 (2,848)

The Statement of Accounting Policies and notes 1 to 17 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 2009



1. INCOME 2009 2008 € €

State Grants paid by the Department of Education and Skills 9,630,000 10,085,000

Refund of Employees’ Pension Contributions (385,287) (326,597)

9,244,713 9,758,403

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

2. EXPENDITURE 2009 2008 € €

Chairperson’s Fees (Note 3) 10,000 –

Wages, Salaries & Pension Costs (Note 6) 7,248,314 7,412,072

Training, Travel & Subsistence Expenses (Note 5) 449,869 597,937

Meeting Expenses 5,285 21,695

Recruitment & Organisational Support Expenses 10,336 82,659

Rent & Rates 686,121 795,119

Utilities 44,920 54,503

Repairs, Maintenance & Service Charges 218,675 208,357

Refurbishment – 5,394

Insurance 11,495 10,303

General Expenses 70 4,537

Telephone & Telecommunications 165,471 223,567

Information Technology 109,228 251,042

Printing, Postage and Stationery 125,470 175,547

Translators and Interpreters 3,162 5,435

Publications and Promotion 56,826 265,423

School Attendance Conference – 33,078

Research – 95,983

Professional Fees 421,278 975,048

Audit Fee 11,500 11,500

Loss on Disposal of Fixed Assets 11,302 –

Depreciation 71,059 111,633

Total Expenditure 9,660,381 11,340,832


Notes to the Financial Statements for the Year Ended 31 December 2009



3. EXPENDITURE

Chairperson’s Fees relate to 2 year period from 4 April 2007 to 3 April 2009.

Wages, Salaries & Pension Costs 2009 2008 € €

Gross Salaries 5,790,892 5,679,262

Employer PRSI 424,752 434,855

Pension Costs (Note 6) 949,000 1,042,200

7,164,644 7,156,317

Other Temporary Staff Costs 83,670 255,755

7,248,314 7,412,072

Pension levy €269,852 in respect of 2009 was paid to the DES.

The average number of persons employed by the Board during the year was 102 (2008 - 101), including staff seconded from the Department of Education and Skills.

4. CEO SALARY

The Chief Executive Officer’s salary for 2009 was as follows:

€

Basic Salary 107,114

Acting Up Allowance 43,078

Employer Pension Costs 17,845

168,037

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

5. BOARD MEMBERS EXPENSES

Travel & Subsistence paid to Board members for 2009 was as follows:

€

Cathal Flynn 3,796

Eddie Ward (CEO) 1,097

Sr. Eileen Randles 99

4,992

NEWB Report and Financial StatementsNotes to the Financial Statements for the Year Ended 31 December 2009 (continued)



6. PENSION COSTS

a) Analysis of pension costs charged to Expenditure 2009 2008 €’000 €’000

Current Service cost 774 895

Interest on pension scheme liabilities 560 474

Employee contributions (385) (327)

949 1,042

b) Movement in Net Pension Liabilities during the year 2009 2008 €’000 €’000

Pension liabilities at 1 January 9,492 8,287

Current service cost 774 895

Interest cost on pension scheme liabilities 560 474

Actuarial (gains) / losses 4,002 85

Pensions paid during the year (404) (249)

Pension liabilities at 31 December 14,424 9,492

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:

2009 2008 €’000 €’000

Funding recoverable in respect of current year Pension costs 1,334 1,369

State grant applied to pay pensions (404) (249)

930 1,120

The deferred funding asset for pensions as at 31 December 2009 amounted to €14,423,960 (2008 - €9,492,000).




6. PENSION COSTS (continued)

d) History of defined benefit obligations 2009 2008 2007 2006 €’000 €’000 €’000 €’000

Defined Benefit Obligation 14,424 9,492 8,287 8,583

Experience (gains) / losses on liabilities:

Amount 3,415 2,123 (97) 404

Percentage of scheme’s liabilities at year end 23.7% 22.4% (1.2%) 4.7%

The cumulative actuarial loss recognised in the Statement of Total Recognised Gains and Losses amounts to €2,152,000.

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 pension liability value at 31 December 2009 includes service that members have earned in other public sector bodies, which was not included in the prior year liability valuation contributing to the actuarial losses figure of €4,002,000 for the year.

The valuation used for FRS17 (Revised) disclosures has been based on a full actuarial valuation dated 22 April 2010 by a qualified independent actuary taking account of the requirements of the FRS in order to assess the scheme liabilities at 31 December 2009.

The principal actuarial assumptions were as follows:

2009 2008

Discount rate for liabilities of the scheme 5.50% 5.75%

Rate of increase in salaries 3.50% 3.25%

Rate of increase in pensions in payment 3.00% 3.25%

Rate of increase in pensions in deferment 3.00% 3.25%

Inflation rate 2.25% 2.00%

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 in 2009, 2029 and 2049.

Year of attaining age 65 2009 2029 2049

Life expectancy – male 86.5 88.8 88.8

Life expectancy – female 89.5 90.8 90.8




7. FIXED ASSETS

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

At 1 January 588,139 299,473 478,776 706,890 2,073,278

Additions – – – 23,881 23,881

Disposals – (83,275) (162,006) (225,854) (471,135)

At 31 December 588,139 216,198 316,770 504,917 1,626,024

Accumulated Depreciation

At 1 January (165,821) (283,445) (451,513) (679,336) (1,580,115)

Disposals – 79,850 159,211 220,672 459,733

Charge for the year (36,591) (8,182) (11,980) (14,306) (71,059)

At 31 December (202,412) (211,777) (304,282) (472,970) (1,191,441)

Net Book Value

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

At 31 December 2008 422,318 16,028 27,263 27,554 493,163

8. DEBTORS & PREPAYMENTS

Amounts falling due within one year 2009 2008 € €

Prepayments and deposits 76,864 85,796

9. CREDITORS

Amounts falling due within one year 2009 2008 € €

Trade Creditors 382,323 597,609

PAYE / PRSI 122,705 116,440

Salaries Deductions 28,196 6,220

Pension Deductions – 1,200

Accruals 327,679 443,618

860,903 1,165,087




10. CAPITAL ACCOUNT

2009 2008 € €

Opening Balance 493,163 578,603

Income used to acquire Fixed Assets 23,881 26,193

Sale of Fixed Asset (100) –

Loss on disposal of Fixed Assets (11,302) –

Amortisation in line with asset depreciation (71,059) (111,633)

Transfer to Income and Expenditure Account (58,580) (85,440)

Closing Balance 434,583 493,163

11. ANALYSIS OF CHANGES IN CASH AND BANK

2009 2008 € €

Cash at Bank and In Hand at 31 December 1,448,688 1,122,122

Cash at Bank and In Hand at 1 January (1,122,122) (1,124,970)

Change in the year 326,566 (2,848)

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 104 legal proceedings (2008 – 102) 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 2009, the National Educational Welfare Board was committed to making payments during 2010 under operating leases which expire –

2009 2008 € €

- within one year 27,774 13,426

- between two and five years 60,553 124,139

- after five years 398,096 398,096

Total committed operating lease payments 486,423 535,661

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 2009 was €706,292 (2008 - €736,025) and includes payments to the OPW and other Government bodies.

15. 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.

16. 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.

17. APPROVAL OF FINANCIAL STATEMENTS

The financial statements were approved by the Board on 28 September 2010.



13. DLITEANAS TEAGMHASACH

Tá 104 imeacht dlí (2008 – 102) 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.

14. CEANGLAIS LÉASA OIBRIÚCHÁIN

Ag 31 Nollaig 2009, bhí An Bord Náisiúnta Leasa Oideachais faoi cheangal íocaíochtaí a dhéanamh le linn 2010 faoi léasanna oibriúcháin a éagfaidh –

2009 2008 € €

- laistigh de bhliain amháin 27,774 13,426

- idir dhá bhliain agus cúig bliana 60,553 124,139

- tar éis cúig bliana 398,096 398,096

Iomlán na n-íocaíochtaí léasa oibriúcháin atá de cheangal a íoc 486,423 535,661

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 2009 agus €706,292 (2008 - €736,025) agus áiríonn sé íocaíochtaí leis an OOP agus le comhlachtaí Rialtais eile.

15. 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.

16. 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.

17. FAOMHADH NA RÁITEAS AIRGEADAIS

D’fhaomh an Bord na ráitis airgeadais seo ar an 28 Meán Fómhair 2010.

An Bord Náisiúnta Leasa Oideachais 42 Tuarascáil Bhliantúil 2009

Tuarascáil agus Ráitis Airgeadais an BNLONótaí ag Gabháil leis na Ráitis Airgeadais don Bhliain dar Chríoch 31 Nollaig 2009 (ar lean)

10. CUNTAS CAIPITIL

2009 2008 € €

Iarmhéid Tosaigh 493,163 578,603

Ioncam arna úsáid chun Sócmhainní Seasta a fháil 23,881 26,193

Díolachán Sócmhainní Seasta (100) –

Caillteanas ar dhiúscairt Sócmhainní Seasta (11,302) –

Amúchadh ag teacht le dímheas sócmhainne (71,059) (111,633)

Aistriú chuig Cuntas Ioncaim agus Caiteachais (58,580) (85,440)

Iarmhéid Deiridh 434,583 493,163

11. ANAILÍS AR ATHRUITHE IN AIRGEAD TIRIM AGUS SA BHANC

2009 2008 € €

Airgead sa Bhanc agus ar Láimh ag 31 Nollaig 1,448,688 1,122,122

Airgead sa Bhanc agus ar Láimh ag 1 Eanáir (1,122,122) (1,124,970)

Athrú sa bhliain 326,566 (2,848)

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.


An Bord Náisiúnta Leasa Oideachais Tuarascáil Bhliantúil 2009 41


7. SÓCMHAINNÍ SEASTA

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

Ag 1 Eanáir 588,139 299,473 478,776 706,890 2,073,278

Breiseanna – – – 23,881 23,881

Diúscairtí – (83,275) (162,006) (225,854) (471,135)

Ag 31 Nollaig 588,139 216,198 316,770 504,917 1,626,024

Dímheas Carntha

Ag 1 Eanáir (165,821) (283,445) (451,513) (679,336) (1,580,115)

Diúscairtí – 79,850 159,211 220,672 459,733

Muirear don Bhliain (36,591) (8,182) (11,980) (14,306) (71,059)

Ag 31 Nollaig (202,412) (211,777) (304,282) (472,970) (1,191,441)

Glanluach Leabhar

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

Ag 31 Nollaig 2008 422,318 16,028 27,263 27,554 493,163

8. FÉICHIÚNAITHE & RÉAMHÍOCAÍOCHTAÍ

Suimeanna dlite laistigh de bhliain 2009 2008 € €

Réamhíocaíochtaí agus éarlaisí 76,864 85,796

9. CREIDIÚNAITHE

Suimeanna dlite laistigh de bhliain amháin 2009 2008 € €

Creidiúnaithe Trádála 382,323 597,609

ÍMAT / ÁSPC 122,705 116,440

Asbhaintí Tuarastail 28,196 6,220

Asbhaintí Pinsin – 1,200

Fabhruithe 327,679 443,618

860,903 1,165,087




6. COSTAIS PHINSIN (ar lean)

d) Stair na ndualgas sochair shainithe 2009 2008 2007 2006 €’000 €’000 €’000 €’000

Dualgas Sochair Shainithe 14,424 9,492 8,287 8,583

(Gnóthachain) / caillteanais taithí ar dhliteanais:

Méid 3,415 2,123 (97) 404

Céatadán dhliteanais na scéime ag deireadh 23.7% 22.4% (1.2%) 4.7% na bliana

Is ionann an caillteanas carntha achtúireach sa Ráiteas faoi Ghnóthachain agus Caillteanais Iomlána Aitheanta agus €2,152,000.

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.

D’áirigh an dliteanais phinsin ag 31 Nollaig 2009 seirbhís na mball a thuill i gcomhlachtaí seirbhíse poiblí eile, nár áiríodh i luacháil dhliteanas na bliana roimh ré. a chuir leis na caillteanais achtúireacha iarbhír de €4,002,000 don bhliain.

Bunaíodh an luacháil do nochtadh FRS17 (Leasaithe) ar luacháil iomlán achtúireach dar dáta 22 Aibreán 2010 a rinne achtúire neamhspleách cáilithe ag cur san áireamh riachtanais FRS d’fhonn dliteanais na scéime a mheas ag 31 Nollaig 2009.

Seo a leanas na príomhthoimhdí achtúireacha:

2009 2008

Ráta lascaine do dhliteanais na scéime 5.50% 5.75%

Ráta méadaithe i dtuarastail 3.50% 3.25%

Ráta méadaithe i bpinsin atá á n-íoc 3.00% 3.25%

Ráta méadaithe i bpinsin iarchurtha 3.00% 3.25%

Ráta boilscithe 2.25% 2.00%

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 sna blianta 2009, 2029 agus 2049.

Bliain bhaint amach aois 65 2009 2029 2049

Ionchas saoil – fireann 86.5 88.8 88.8

Ionchas saoil – baineann 89.5 90.8 90.8




6. COSTAIS PHINSIN

a) Anailís ar chostais phinsin curtha de mhuirear Caiteachais 2009 2008 €’000 €’000

Costas Seirbhíse Reatha 774 895

Ús ar dhliteanais na Scéime Pinsin 560 474

Ranníocaíochtaí an Fhostaí (385) (327)

949 1,042

b) Gluaiseacht ar Ghlandliteanais Pinsin le linn na bliana 2009 2008 €’000 €’000

Dliteanais Phinsin ag 1 Eanáir 9,492 8,287

Costas seirbhíse reatha 774 895

Costas úis ar dhliteanais na scéime pinsin 560 474

Gnóthachain / (caillteanais) achtúireacha 4,002 85

Pinsin íoctha le linn na bliana (404) (249)

Dliteanais phinsin ag 31 Nollaig 14,424 9,492

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:

2009 2008 €’000 €’000

Maoiniú in-aisghabhála i ndáil le costais Phinsin na bliana reatha 1,334 1,369

Deontas stáit arna fheidhmiú chun íoc as pinsin (404) (249)

930 1,120

B’ionann an tsócmhainn mhaoiniúcháin iarchurtha do phinsin amhail ag 31 Nollaig 2009 agus €14,423,960 (2008 - €9,492,000).




3. CAITEACHAS

Baineann Táille an Chathaoirligh le tréimhse 2 bhliain ó 4 Aibreán 2007 go 3 Aibreán 2009.

Pá, Tuarastail & Costais Phinsin 2009 2008 € €

Olltuarastail 5,790,892 5,679,262

ÁSPC an Fhostóra 424,752 434,855

Costais Phinsin (Nóta 6) 949,000 1,042,200

7,164,644 7,156,317

Costais Eile d’Fhoireann Shealadach 83,670 255,755

7,248,314 7,412,072

Íocadh tobhach Pinsin €269,852 i ndáil le 2009 leis an ROE.

B’ionann an meánlíon daoine fostaithe ag an mBord le linn na bliana agus 102 (2008 - 101), lena n-áirítear foireann ar iasacht ón Roinn Oideachais agus Scileanna.

4. TUARASCAN AN PF

Seo a leanas mar a bhí tuarastal an Phríomhfheidhmeannaigh don bhliain 2009:

€

Tuarastal Bunaigh 107,114

Liúntas Feidhmithe Aníos 43,078

Costais Phinsin an Fhostóra 17,845

168,037

Na teidlíochtaí pinsin ag an PF is iad seo na teidlíochtaí caighdeánacha i múnla na hearnála poiblí sa scéim aoisliúntais.

5. SPEANSAIS BHAILL AN BHOIRD

Na teidlíochtaí pinsin ag an PF is iad seo na teidlíochtaí caighdeánacha i múnla na hearnála poiblí sa scéim aoisliúntais.

€

Cathal Flynn 3,796

Eddie Ward (PF) 1,097

An tSr Eileen Randles 99

4,992




1. IONCAM 2009 2008 € €

Deontais Stáit íoctha ag an Roinn Oideachais agus Eolaíochta 9,630,000 10,085,000

Aisíoc Ranníocaíochtaí Pinsin na bhFostaithe (385,287) (326,597)

9,244,713 9,758,403

Áirítear i measc dheontais Stáit thuas maoiniú i ndáil le tuarastal an Phríomhfheidhmeannaigh, atá ar iasacht ón Roinn Oideachais agus Eolaíochta, ar tuarastal é a choinnítear siar agus a íocann an Roinn go díreach.

2. CAITEACHAS 2009 2008 € €

Táillí an Chathaoirligh (Nóta 3) 10,000 –

Pá, Tuarastail & Costais Phinsin (Nóta 6) 7,248,314 7,412,072

Traenáil, Taisteal & Speansais Chothabhála (Nóta 5) 449,869 597,937

Speansais Chruinnithe 5,285 21,695

Earcaíocht & Speansais Tacaíochta Eagraíochtúla 10,336 82,659

Cíos & Rátaí 686,121 795,119

Fóntais 44,920 54,503

Deisiúcháin, Cothabháil & Muirir Sheirbhíse 218,675 208,357

Athchóiriú – 5,394

Árachas 11,495 10,303

Speansais Ghinearálta 70 4,537

Teileafón & Teileachumarsáid 165,471 223,567

Teicneolaíocht Faisnéise 109,228 251,042

Priontáil, Postas agus Stáiseanóireacht 125,470 175,547

Aistritheoirí & Ateangairí 3,162 5,435

Foilseacháin agus Fógraíocht 56,826 265,423

Comhdháil Tinrimh Scoile – 33,078

Taighde – 95,983

Táillí Gairmiúla 421,278 975,048

Táille Iniúchóireachta 11,500 11,500

Caillteanas ar Dhiúscairt Sócmhainní Seasta 11,302 –

Dímheas 71,059 111,633

Caiteachas Iomlán 9,660,381 11,340,832

Tuarascáil agus Ráitis Airgeadais an BNLO

Nótaí ag Gabháil leis na Ráitis Airgeadais don Bhliain dar Chríoch 31 Nollaig 2009



Nótaí 2009 2008 € €

Barrachas / (Easnamh) don bhliain 621,818 (373,739)

Gluaiseacht ar Chuntas Caipitil 10 (58,580) (85,440)

Dímheas 7 71,059 111,633

Caillteanas ar dhiúscairt an Sócmhainní Seasta 11,302 –

(Méadú) / Laghdú i bhFéichiúnaithe 8,932 53,291

(Méadú) / Laghdú i gCridiúnaithe (304,184) 317,600

Glansreabhadh Isteach / (Amach) Airgid Thirim ó Ghníomhaíochtaí Oibriúcháin 350,347 23,345

RÁITEAS FAOI SHREABHADH AIRGID

Glansreabhadh Isteach / (Amach) ó Ghníomhaíochtaí Oibriúcháin 350,347 23,345

Fáltais ó Dhíolachán Sócmhainní Seasta 100 –

Caiteachas Caipitil Íocaíochtaí chun sócmhainní seasta a fháil 7 (23,881) (26,193)

(Laghdú) / Méadú in Airgead Tirim 11 326,566 (2,848)

Is cuid de na ráitis airgeadais seo iad an Ráiteas faoi Pholasaithe Cuntasaíochta agus na Nótaí 1 go 17.

Tar ceann an Bhoird:

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

Cathaoirleach Príomhfheidhmeannach Gníomhach

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

Dáta

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


Ráiteas faoi Shreabhadh Airgid don Bhliain dar Chríoch 31 Nollaig 2009



Nótaí 2009 2008 € €

SÓCMHAINNÍ SEASTA

Sócmhainní inláimhsithe 7 434,583 493,163

SÓCMHAINNÍ REATHA

Féichiúnaithe & Réamhíocaíochtaí 8 76,864 85,796

Airgead Tirim sa Bhanc & ar Láimh 1,448,688 1,122,122

Iomlán na Sócmhainní Reatha 1,525,552 1,207,918

CREIDIÚNAITHE (suimeanna dlite laistigh de bhliain amháin) 9 (860,903) (1,165,087)

GLANSÓCMHAINNÍ REATHA 664,649 42,831

Sócmhainní Iomlána lúide Dliteanais Reatha

Roimh Phinsin 1,099,232 535,994

Sócmhainní Maoiniúcháin Iarchurtha do Phinsin 6 14,423,960 9,491,877

Dliteanais Phinsin 6 (14,423,960) (9,491,877)

1,099,232 535,994

MAOINITHE AG

Cuntas Caipitil 10 434,583 493,163

Barrachas an Ioncaim Charntha thar Chaiteachas 664,649 42,831

1,099,232 535,994



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Dáta


Clár Comhardaithe amhail ag 31 Nollaig 2009



Nótaí 2009 2008 € €

Barrachas / (Easnamh) don bhliain 621,818 (373,739)

(Gnóthachain) / caillteanais taithí ar Dhliteanais na scéime pinsin 6 3,415,000 2,123,000

Athrú ar thoimhdí atá mar bhonn le Luach Reatha dhliteanais na scéime pinsin 6 587,000 (2,038,000)

(Gnóthachain) / Caillteanais Achtúireacha ar Dhliteanais Phinsin 4,002,000 85,000

Coigeartú chuig Maoiniú Pinsin Iarchurtha 6 (4,002,000) (85,000)

Gnóthachain / (Caillteanais) iomlána aitheanta don bhliain 621,818 (373,739)



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


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

Dáta


Ráiteas faoi Ghnóthachain agus Caillteanais Aitheanta don Bhliain dar Chríoch 31 Nollaig 2009



Nótaí 2009 2008 € €

Ioncam

Deontais ón Stát 1 9,244,713 9,758,403

Glanmhaoiniú Iarchurtha do Phinsin 6 930,083 1,120,000

Aistrithe ó / (chuig) Cuntas Caipitil 10 58,580 85,440

10,233,376 10,963,843

Ioncam Eile 48,823 3,250

10,282,199 10,967,093

Caiteachas 2 (9,660,381) (11,340,832)

(Easnamh) / Barrachas don bhliain 621,818 (373,739)

Barrachas carntha ag 1 Eanáir 42,831 416,570

Barrachas carntha ag 31 Nollaig 664,649 42,831



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


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

Dáta


Cuntas Ioncaim agus Caiteachaisdon Bhliain dar chríoch 31 Nollaig 2009



9. Pinsin

Tá scéim phinsin le sochar sainithe i bhfeidhm ag an mBord a ndéantar maoiniú air ar bhonn íoc-mar-a-théitear ó airgead a fhaightear ón Roinn Oideachais agus Scileanna. Is éard atá i scéim phinsin le sochar sainithe ná plean pinsin a shainíonn an méid de shochar pinsin a sholáthrófar, de ghnáth mar fheidhm d’fhachtóir amháin nó níos mó cosúil le haois, blianta seirbhíse agus pá bunúsach.

Léiríonn dliteanais phinsin an luach faoi láthair de shochair phinsin sa todhchaí arna thuilleamh ag an bhfoireann amhail ag 31 Nollaig 2009. Déanann achtúirí cáilithe na dliteanais phinsin a ríomh ag baint úsáide as an modh de chostais an aonaid theilgthe achtúirigh trí lascainiú a dhéanamh ar an airgead tirim a shreabhfaidh amach sa todhchaí de bhannaí corparáideacha ardcháilíochta a bhfuil téarmaí aibíochta acu arb ionann iad nach mór agus téarmaí na ndliteanas bainteach pinsin.

Is éard atá sa phinsean iarchurtha ná sócmhainn chomhfhreagrach atá le haisghabháil i dtréimhsí cuntasaíochta amach anseo ón Roinn Oideachais agus Scileanna.

Is éard atá i gcostais phinsin ná sochair phinsin arna thuilleamh ag fostaithe i dtréimhse cuntasaíochta agus léirítear iad glan ar ranníocaíochtaí pinsin na foirne a aisíoctar leis an Roinn Oideachais agus Scileanna de réir shocruithe airgeadais an Bhoird. Áirítear i gcostais phinsin an costas seirbhíse reatha, costas seirbhíse roimhe seo agus ús ar dhliteanais na scéime pinsin. Aithnítear méid comhfhreagrach leis na costais phinsin mar ioncam sa mhéid atá sé in-aisghabhála, agus fritháirítear é trí dheontais arna bhfáil sa tréimhse cuntasaíochta chun íocaíochtaí pinsin a ríomh.

Déantar gnóthachain nó caillteanais achtúireacha a eascraíonn as toimhdí Achtúireacha agus ó bharrachais agus easnaimh taithí sa Ráiteas faoi Gnóthachain agus Caillteanais Iomlána Taithí a aithint sa mhéid is in-aisghabhála ón Roinn Oideachais agus Scileanna.

De réir cheanglais FRS 17 – Sochair Scoir, déanann an Cuntas Ioncaim agus Caiteachais, An Ráiteas faoi Ghnóthachain agus Caillteanais Iomlána Aitheanta agus an Clár Comhardaithe idirbhearta, gluaiseachtaí agus iarmhéideanna 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 2009 go 31 Nollaig 2009.

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

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

Dáta

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



Freagracht as an gCoras 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 2009.


Ráiteas faoi Rialú Inmheánach Airgeadais



Tá ráitis airgeadais an Bhoird Náisiúnta Leasa Oideachais don bhliain dar chríoch 31 Nollaig 2009 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, an Clár Comhardaithe, an Ráiteas ar Shreabhadh Airgid agus na nótaí gaolmhara.

Freagrachtaí an Bhoird agus an Ard-Reachtaire Cuntas agus Ciste faoi seach

Tá an Bord freagrach as na ráitis airgeadais a ullmhú de réir an Achta Oideachais (Leas) 2000 agus as rialtacht i n-idirbheart a chinntiú. Ullmhaíonn an Bord na ráitis airgeadais de réir na gcaighdeán cuntasaíochta a bhfuil glacadh leo. Tá freagrachtaí cuntasaíochta Chomhaltaí an Bhoird leagtha amach sa Ráiteas um Fhreagrachtaí Bhaill an Bhoird.

Is é m’fhreagrachtsa ná na ráitis airgeadais a iniúchadh de réir cheanglas ábhartha dlí agus rialúcháin agus Caighdeán Idirnáisiúnta maidir le hIniúchóireacht (Ríocht Aontaithe agus Éire).

Tuairiscím mo thuairim maidir le cibé an dtugann na ráitis airgeadais léargas fíorcheart, de réir na gcaighdeán cuntasaíochta atá sonraithe sna caighdeáin chuntasaíochta a bhfuil glacadh leo. Tuairiscím freisin cibé, dar liom, an raibh leabhair chuntais chuí coinnithe. Lena chois sin, deirim cibé an dtagann na ráitis airgeadais leis na leabhair chuntais.

Tuairiscím ar aon chás ábhartha nár feidhmíodh suimeanna airgid chun na gcríoch a bhí beartaithe nó sa chás nach leanann na hidirbhearta do na húdaráis a rialaíonn iad.

Tuairiscím freisin mura bhfuil an fhaisnéis agus na mínithe ar fad faighte agam agus atá riachtanach chun críocha m’iniúchta.

Scrúdaím an Ráiteas maidir le Rialú Inmheánach Airgeadais le féachaint an léirítear ann gur chomhlíon an Bord an Cód Cleachtais maidir le Rialachas Comhlachtaí Stáit agus tuairiscím ar aon chás ábhartha nach ndéanann sé amhlaidh, nó más rud é go bhfuil an ráiteas míthreorach nó nach dtagann sé le heolas eile atá ar eolas agam de bharr na ráiteas airgeadais a bheith iniúchta agam. Ní cheanglaítear orm a bhreithniú cibé an gclúdaíonn an Ráiteas maidir le Rialú Inmheánach Airgeadais gach priacal agus rialú airgeadais, ná teacht ar thuairim maidir le héifeachtacht na nósanna imeachta maidir le priacail agus rialú an Bhoird.

Léim eolas eile atá sa Tuarascáil Bhliantúil, agus breithním cibé an dtagann sé leis na ráitis airgeadais iniúchta. Breithním na himpleachtaí do mo thuarascáil má thagaim ar an eolas faoi aon

rud atá, de réir cosúlachta, ina mhíráiteas nó ina neamhréireacht ábhartha leis na ráitis airgeadais.

An Bunús atá le mo Thuairim

I mbun m’fheidhme mar Ard-Reachtaire Cuntas agus Ciste, rinne mé m’iniúchadh ar na ráitis airgeadais de réir Chaighdeán Idirnáisiúnta maidir le hIniúchóireacht (Ríocht Aontaithe agus Éire) arna n-eisiúint ag an mBord um Chleachtais Iniúchóireachta agus trí thagairt a dhéanamh do na nithe ar leith is gá a chur san áireamh i ndáil le cúrsaí bainisteoireachta agus oibriúcháin a ghabhann le comhlachtaí Stáit. Déantar scrúdú mar chuid den iniúchadh, ar bhonn tástála, ar fhianaise a bhaineann le

suimeanna agus rialtacht na n-idirbheart airgeadais a chuirtear san áireamh sna ráitis airgeadais, agus leis na hidirbhearta a fhoilsítear iontu. Chomh maith leis sin, cuimsíonn an t-iniúchadh measúnacht ar na meastacháin agus ar na breitheanna suntasacha a rinneadh agus na ráitis airgeadais á n-ullmhú, agus measúnacht le féachaint an oireann na beartais chuntasaíochta don bhail atá ar chúrsaí an Bhoird, ar feidhmíodh na beartais sin ar bhealach leanúnach agus ar foilsíodh iad ar bhealach sásúil.

Phleanáil mé agus rinne mé m’iniúchadh sa chaoi is go bhfaighinn an fhaisnéis agus na mínithe ar fad a mheas mé a bheith riachtanach ionas go mbeadh leordhóthain fianaise agam a d’fhágfadh cinnteacht réasúnach ann go bhfuil na ráitis airgeadais saor ó mhíráiteas ábhartha, cibé calaois nó neamhrialtacht eile nó earráid is cúis leis sin. I dteacht ar mo thuairim, rinne mé meastóireacht ar a shásúla is a cuireadh eolas i láthair sna ráitis airgeadais san iomlán freisin.

Tuairim

Is é mo thuairim go dtugann na ráitis airgeadais léargas fíorcheart, de réir na gcaighdeán cuntasaíochta a bhfuil glacadh leo in Éirinn, ar riocht ghnóthaí an Bhoird ag 31 Nollaig 2009 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.

Andrew Harkness le haghaidh agus thar ceann an Ard-Reachtaire Cuntas agus Ciste 26 Samhain 2010


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



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


Ráiteas faoi Fhreagrachtaí an Bhoird



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

Baill an Bhoird: Cathal Flynn (Cathaoirleach) Nuala Doherty (PF Gníomhach) An tSr Eileen Randles Aine Lynch Billy Sheehan Declan Dunne Catherine Hazlett Fionnuala Anderson Marie-Claire McAleer Pat McSitric Ruairi Gogan Michele Clear Sonja Croke

Príomhfheidhmeannach Gníomhach: Nuala Doherty

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


Leagtar amach sa phlean gníomhaíochta, creat trí bliana ar ghlac an Rialtas leis chun claochlú radacach a dhéanamh ar an tseirbhís phoiblí. Bunaíodh ionaid earnálacha laistigh den tseirbhís phoiblí i gcoitinne lena n-áirítear an earnáil oideachais, An cuspóir atá leo ná clár oibre an athraithe ar leibhéal na hearnála agus seirbhísí comhroinnte a fhorbairt atá ina chroílár ag an bpróiseas.

Tá na BNLO, i gcomhar le gníomhaireachtaí eile faoi scáth na Roinne Oideachais agus Scileanna, ag obair chun sainiú a dhéanamh ar an bpoitéinseal atá ann do sheirbhísí comhroinnte i measc na gcomhlachtaí a bhfuil comhchuspóir acu.

5.5 Moratóir ar Earcaíocht

Ar an 27 Márta 2009, d’fhógair an Rialtas moratóir ar earcaíocht agus ar ardú céime i ndáil leis an státseirbhís agus an tseirbhís poiblí. Measadh go raibh na srianta seo gátarach chun coigiltis a bhaint amach sa tseirbhís poiblí agus sa bhille pinsin chun cur le ceartú na n-éagothroimí móra i gcúrsaí airgeadais an státchiste.

Le linn na tréimhse seo an cuspóir a bhí ag an mBord an dul chun cinn a rinne sé le blianta beaga anuas a chosaint agus seirbhísí líne tosaigh a choinneáil. Go praiticiúil, is éard a chiallaigh sé seo ná nár líonadh aon fholúntas. Cuireann an timpeallacht seo brúnna breise ar an eagraíocht de réir mar atá sí ar a dícheall a sainchúram reachtúil a bhaint amach i dtimpeallacht le hacmhainní atá ag dul i laghad. Ag deireadh 2009 bhí 102 ball foirne ag obair leis an mBord agus bhí seacht bhfolúntas ann.

5.6 Saoráil Faisnéise

Tá feidhm ag na hAchtanna um Shaoráil Faisnéise 1997 agus 2003 i leith an Bhoird Náisiúnta Leasa Oideachais. Dearbhaíonn na hAchtanna ceart na mball i leith rochtain a fháil ar fhaisnéis oifigiúil a mhéid is féidir, de réir leas an phobail agus an chirt chun príobháideachta atá ag daoine aonair. Ar cheann de na sochair a bhaineann leis an reachtaíocht SF tá a oscailteacht agus a thrédhearcacht agus cuireann feabhas ar bhainistiú sonraí laistigh den eagraíocht.

Fuair an bord seacht n-iarratas Saorála Faisnéise sa bhliain 2009 agus d’fhreagair dóibh. Ceadaíodh trí cinn; ceadaíodh i gcuid dhá cheann; agus níor diúltaíodh d’aon cheann, ach tarraingíodh siar dhá cheann agus bhí roinnt eile taobh amuigh de phróiseas na Saorála Faisnéise.

5.7 Athbhreithniú ar Chaidrimh Tionsclaíochta a rinne Seirbhís Chomhairleach an Choimisiúin um Chaidreamh Oibreachais (CCO)

Tá caidrimh dhearfacha thionsclaíocha ríthábhachtach do bhainistiú agus do chur i bhfeidhm an athraithe in aon eagraíocht. Sa bhliain 2009, d’iarr an BNLO agus IMPACT ar Sheirbhís Chomhairleach an CCO athbhreithniú a dhéanamh ar chleachtas an Chaidrimh Oibreachais san eagraíocht. Is éard a bhí i gceist leis an bpróiseas ná comhairliúchán leis an bhfoireann, leis an lucht bainistíochta agus le IMPACT. Chuir an CCO a thuarascáil i gcrích i mí na Samhna 2009 agus oibreoidh leis an BNLO agus le IMPACT chun na moltaí a chur i bhfeidhm.

5.8 Plean don Soláthar Corparáideach

De réir an Chreata Polasaí Náisiúnta don Soláthar Poiblí, cheap an BNLO Plean don Soláthar Corparáideach lena chinntiú go bhfuil an ghníomhaíocht soláthair ag feidhmiú de réir an chleachtais is fearr, go dtacaíonn go héifeachtach le luach ar airgead agus go gcinntíonn ionracas agus cuntasacht. Cuirfear i bhfeidhm an Plean sa bhliain 2010 agus déanfar athbhreithniú air go tréimhsiúil.

5.9 Sláinte & Sábháilteacht

Sa bhliain 2009, mar chuid de chur i bhfeidhm BNLO ar a Chóras Sláinte agus Sábháilteachta rinne an eagraíocht feasacht a spreagadh ina leith don fhoireann go léir ar fud 31 suíomh an BNLO. Tiomsaíodh measúnuithe riosca agus ráitis sláinte agus sábháilteachta i roinnt de na suíomhanna indibhidiúla oifige. Leanfar le cur i bhfeidhm céimneach an tionscadail seo le linn 2010.

5.10 Seirbhís don Chustaiméir

Cuidíonn Plean Gníomhaíochta Chairt Chustaiméara an BNLO, a dréachtaíodh de réir luachanna an BNLO, linn fócas soiléir a choinneáil agus ár seirbhísí a thabhairt chun míneadais, agus a chinntiú go bhfuilimid in iúl ar riachtanais leanaí agus daoine óga. Lean an BNLO ag cur i bhfeidhm Plean Gníomhaíochta na Seirbhíse don Chustaiméir, a chuimsíonn an tréimhse 2008 – 2010.

Athbhreithniú ar 2009 - Faisnéis EagraíochtúilSprioc 5 Eagraíocht Foghlama a Thógáil



Athbhreithniú ar 2009 - Faisnéis EagraíochtúilSprioc 5 Eagraíocht Foghlama a Thógáil

• A chinntiú go bhfeidhmíonn an comhlacht go heiticiúil agus ar bhealach atá ag teacht le croíluachanna an chomhlachta.

• Ról an chomhlachta a shainiú agus a chothú sa phobal ach bealaí a fhorbairt le dearcadh na bpáirtithe leasmhara a fháil agus daoine a choinneáil ar an eolas ar bhealach oscailte, cuntasach, freagrach.

• Misean an chomhlachta a shainiú, cinneadh ar a spriocanna straitéiseacha agus polasaithe a fhorbairt chun na spriocanna sin a bhaint amach.

Reáchtáil Bord an BNLO ocht gcruinniú fhoirmiúla sa bhliain 2009.

5.3 Clár Iniúchóireachta 2009

Bhunaigh Bord an BNLO an Coiste Iniúchóireachta go foirmiúil ar an 21 Feabhra 2006. Cuimsítear i mballraíocht an Choiste Iniúchóireachta trí bhall atá ag fónamh ar an mBord agus dhá bhall sheachtracha, agus ar na baill sheachtracha tá duine a bhfuil saineolas airgeadais aige / aici agus ball amháin le saineolas iniúchóireachta. Is é an Coiste Iniúchóireachta príomhchoiste rialachais na heagraíochta agus trí mheán a chuid oibre, an aidhm atá aige ná a chinntiú go gcomhlíonann an Bord a dhualgais rialachais mar chomhlacht stáit arna mhaoiniú go poiblí. Áiríonn seo feidhmiú leanúnach córais éifeachtachta rialaithe agus rialachais, coimisiúnú ar athbhreithnithe inichóireachta inmheánaí agus caidrimh ghairmiúla a chothú le hiniúchóir seachtrach agus leis an bhfeidhmeannas. Mar chuid de chóras dearbhaithe na heagraíochta bíonn an Coiste ag brath ar shaineolas agus ar eolas an fheidhmeannais, ar an bhfeidhm iniúchóireachta inmheánaí agus ar na hiniúchóirí seachtracha agus iad i mbun a bhfreagrachtaí maoirseachta.

Áiríonn príomhghnéithe an róil athbhreithniú agus measúnú a dhéanamh ar thuarascálacha agus ar athbhreithnithe iniúchóireachta inmheánaí, mar chúram leantach i ndiaidh chur i bhfeidhm moltaí agus tuarascálacha tréimhsiúla a chur faoi bhráid an Bhoird. Tháinig an Coiste Iniúchóireachta le chéile sé huaire le linn 2009.

Mar chuid de phlean iniúchóireachta na heagraíochta, rinne an Coiste Iniúchóireachta coimisiúnú ar roinnt iniúchóireachtaí lárnacha a rinne Deloitte, soláthraí seirbhísí iniúchóireachta inmheánaí an BNLO. Dar leis na hiniúchóireachtaí chuir na rialuithe a bhí i bhfeidhm leibhéal dearbhaithe ar fáil a chinnteodh baint amach éifeachtach, críochnúil na gcuspóirí.

Clár Iniúchóireachta Inmheánaí 2009Rinne an Coiste athbhreithniú dul chun cinn ar fheidhmiú na moltaí i dtuarascálacha Iniúchóireachta a rinneadh le linn 2008. Chuir Deloitte tús leis na hiniúchóireachtaí seo a leanas agus chuir iad i gcrích sa bhliain 2009:

• Athbhreithniú ar Rialuithe Inmheánacha Airgeadais

• Athbhreithniú ar Rialuithe na gCóras Faisnéise

Mar thátal luadh san Athrbhreithniú ar Rialuithe na gCóras Faisnéise go raibh an chuma air go raibh próisis agus gnáthaimh rialaithe ceaptha ag an BNLO a chinnteodh iontaofacht agus éifeachtacht na rialuithe inmheánacha airgeadais. Sa dá iniúchóireacht rinneadh moltaí a cuireadh in iúl don Bhord agus atá sceidealaithe le cur i bhfeidhm i bplean gnó na heagraíochta le haghaidh 2010 agus 2011.

An Clár Oibre don Iniúchóireacht Sheachtrach 2009Chuir an tArd-Reachtaire Cuntas agus Ciste i gcrích iniúchóireacht ar Ráitis Airgeadais an BNLO sa bhliain 2009 agus ionchorpraíodh iad i dTuarascáil Bhliantúil an BNLO.

Chuir an ARC&C tús le hiniúchóireacht LAA ar an monatóireacht a dhéantar ar thinreamh scoile go déanach sa bhliain 2009 agus cuirfear seo i gcrích sa bhliain 2010.

Meastóireacht ar an gCoiste Iniúchóireachta Cuireadh tús le meastóireacht ar an gCoiste Iniúchóíreachta sa dara leath den bhliain 2009. An cuspóir leis an athbhreithniú seo ná chun dea-chleachtas leanúnach agus comhlíonadh ceanglais rialachais agus bainistithe riosca a chinntiú lena n-áirítear aon dualgais atá bainteach le Córas Cleachtais do Rialú Comhlachtaí Stáit. Cuirfear an t-athbhreithniú i gcrích sa bhliain 2010.

Athbhreithniú agus Forbairt Chreat Bainistithe Riosca an BNLO Sa bhliain 2009, rinne an BNLO coimisiúnú ar ghníomhaireacht chomhairleach sheachtrach chun éascú a dhéanamh ar fhorbairt Creata Bainistithe Riosca don BNLO laistigh den eagraíocht / An cuspóir a bhí leis an tionscadal seo ná tacú a sholáthar d’ullmhú an Chláir Riosca agus chun próiseas praiticiúil a thabhairt isteach do bhainistiú leanúnach riosca.

Tá an BNLO tiomanta de creat stuama bainistithe riosca a bhunú agus a chothabháil a thacaíonn le bainistiú leanúnach riosca de réir na straitéise riosca agus corparáidí.

Leanfar le forbairt Chreat Bainistithe Riosca an BNLO le linn 2010.

5.4 Claochlú na hEarnála Poiblí

Tugadh an teideal Claochlú na hEarnála Poiblí ar ráiteas ón Rialtas faoi chlaochlú na seirbhísí poiblí, agus Tuarascáil Thascfhórsa na Seirbhíse Poiblí. Cheap an Taoiseach, Brian Cowen TD an Tascfhórsa Seirbhíse Poiblí i mí Bealtaine 2008. An cuspóir atá leis ná plean gníomhaíochta a fhorbairt mar fhreagairt ar athbhreithniú an ECFE ar sheirbhís phoiblí na hÉireann, ina raibh moltaí chun fuadar a chur faoi chlaochlú na seirbhíse poiblí.



5.1 Treo Straitéiseach

Go déanach sa bhliain 2009, sheol an BNLO a phlean straitéiseach nua, Every Child Counts, 2010-2011, ag díriú ar thorthaí níos fearr a bhaint amach ó thaobh tinreamh agus rannpháirtíocht scoile leanaí de.

An príomhthiomantas ag an BNLO ná a chinntiú go bhfaighidh gach leanbh an teidlíocht scoile atá ag dul dóibh agus seo a bhí mar bhunchuspóir na straitéise Every Child Counts. Ar bhonn na taithí agus na ngnóthachtálacha go dtí seo agus ar chomhairliúchán a bhí ann le déanaí le foireann agus comhpháirtithe – shainaithin an Bord cúig sprioc straitéiseacha a threoróidh obair na heagraíochta don chéad dá bhliain eile.

Laistigh den chreat reachtúil, tacaíonn an BNLO i gcónaí le leanaí, le teaghlaigh agus le scoileanna agus cuireann comhairle ar fáil don Roinn Oideachais agus Scileanna faoi bhaint amach torthaí oideachais níos fearr. I straitéis 2010-2011 leagtar béim ar fhorbairt cleachtais; úsáid éifeachtach acmhainní; agus forbairt comhpháirtíochtaí san oideachas agus i seirbhísí oideachais a bhfuil tionchar dearfach acu ar fhreastal ar an scoil agus a chuidíonn cosc a chur le neamhláithreacht scoile. Tá comhlíonadh mhandáid an Bhoird ag brath ar acmhainn na heagraíochta agus ar chumas an BNLO foireann a fhorbairt agus tacú leo atá in ann seirbhísí ardchaighdeáin a sholáthar ar gach leibhéal.

Mar a bhí i gceist leis sa phlean straitéiseach a bhí ag an BNLO roimhe seo, cuirtear san áireamh ceithre sprioc in Every Child Counts, na réaltachtaí seachtracha, srianta acmhainní agus dúshláin, agus ceapadh iad ar bhonn go bhfuiltear ag lorg seirbhísí poiblí níos éifeachtaí a fhreastalaíonn ar leanaí, ar dhaoine óga, ar theaghlaigh agus ar pháirtithe leasmhara. Téann an cúigiú sprioc i ngleic leis an ngá atá ann pleanáil don sainchúram fairsingithe atá ag an BNLO anois – lena n-áireofar freagracht as an gClár Teagmhála Baile, Scoile agus an Phobail, an Clár Críochnaithe Scoile agus Seirbhís Cuartaíochta na Múinteoirí don Lucht Siúil.

D’fhonn bhaint amach mhandáid an BNLO a chur chun cinn ó 2010 amach agus chun dul i ngleic leis na dúshláin reatha, cinnteoidh an Bord go mbainfear amach na spriocanna straitéiseacha seo a leanas:

Sprioc Straitéiseach 1 Dul i bhfeidhm ar pholasaí náisiúnta agus múnlú a dhéanamh ar an tuiscint phoiblí i ndáil le freastal agus rannpháirtíocht scoile.

Sprioc Straitéiseach 2Comhairle agus tacaíocht a sholáthar do leanaí, do chaomhnóirí / tuismitheoirí agus do scoileanna d’fhonn na torthaí is fearr a bhaint amach ó thaobh freastal leanaí ar scoil agus leas oideachais leanaí.

Sprioc Straitéiseach 3Úsáid éifeachtacht a bhaint as acmhainní chun a chinntiú go mbeidh an tionchar is fearr agus is féidir acu ar fhreastal leanaí ar scoil.

Sprioc Straitéiseach 4Samhlacha an dea-chleachtais a fhorbairt in BNLO: an BNLO le comhpháirtíochtaí a chothú leis an gcóras oideachais agus le gníomhaireachtaí eile ar féidir leo dul i bhfeidhm go fabhrach ar fhreastal ar scoil.

Sprioc Straitéiseach 5 Seirbhís tacaíochta oideachais a thógáil de réir pholasaí an rialtais.

5.2 An Bord

An ról atá ag Bord an BNLO ná ceannaireacht straitéiseach, treo, tacaíocht agus treoir a sholáthar don chomhlacht agus tiomantas a chothú i leith a chroí-luachanna, a chroí-pholasaithe agus a chroí-chuspóirí.

Chomh maith leis an freagrachtaí a leagtar amach san Acht Oideachais (Leas), 200, tá freagrachtaí sonracha rialachais agus bainistíochta ar aon chomhlacht stáit a áiríonn:

• Bainistíocht mhaith a chinntiú, chun monatóireacht a dhéanamh ar ghnóthachtálacha agus chun a chinntiú go bhfuil cothromaíocht cheart ann idir na róil ag an mbord agus ag an mbainistíocht faoi seach.

Eagraíocht Foghlama a ThógáilSprioc 5

Athbhreithniú ar 2009

Faisnéis Eagraíochtúil



Athbhreithniú ar 2009 - Ár SeirbhísSprioc 4 Polasaí agus Cleachtas Fianaisebhunaithe a Fhorbairt

eolas a roinnt ag na ceardlanna seo chun go mbeidh an tsamhail in ann teacht in aibíocht.

4.3 Polasaí Maoirseachta agus Oiliúint

Tá an mhaoirseacht ghairmiúil ina bunchuid de chreat bainistíochta ardchaighdeáin an BNLO. Tá sé ina phríomhghné de sholáthar seirbhíse líne tosaigh, cuidiú le cuntasacht a chinntiú, cleachtais chaighdeánaithe, tacaíocht foirne agus forbairt leanúnach ghairmiúil a chinntiú. Samhlaíonn an BNLO an-tábhacht le forbairt na maoirseachta gairmiúla san eagraíocht.

Tar éis athbhreithniú a dhéanamh ar pholasaí an Bhoird Náisiúnta Leasa Oideachais maidir le maoirseacht, tá polasaí maoirseachta nua á fhorbairt atá ar aon dul le moltaí an athbhreithnithe. Chomh maith leis sin, tá triúir bainisteoirí Seirbhíse Leasa Oideachais tar éis dul faoi oiliúint sa Ríocht Aontaithe chun go mbeidh siad in ann oiliúint a sheachadadh ar fud na Seirbhíse Leasa Oideachais i 2010.

Mar chuid den phróiseas forbartha seo, reáchtáladh seimineár dhá lá don fhoireann i mí Bealtaine 2009 mar ar reáchtáladh ceardlann do na hOifigigh Leasa Oideachais Shinsearacha go léir faoi chúrsaí maoirseachta.

4.4 Treoir do Scoileanna

Bhí ar scoileanna 4 Tuairisc maidir le Neamhfhreastal Dalta agus aon Tuarascáil amháin maidir le Freastal Bliantúil a chur isteach le linn na bliana acadúla 2008/2009. Chuir scoileanna tuairiscí isteach maidir leis na daltaí a raibh fadhbanna tromchúiseacha neamhfhreastail scoile acu, ar a ndearnadh aithint le linn na bliana acadúla, i.e. daltaí sa chatagóirí seo a leanas:

• Nuair a bhí dalta as láthair ar feadh 20 lá go carnach le linn aon bhliain acadúil amháin.

• Nuair a bhí imní ar phríomhoide faoi neamhfhreastal dalta.

• Nuair a rinneadh cinneadh chun dalta a dhíbirt.

• Nuair a cuireadh dalta ar fionraí ar feadh 6 lá nó níos mó go carnach.

• Nuair a baineadh ainm dalta ó chlár na scoile, cibé rud a tharla.

Cuireann an suíomh Idirlín www.schoolreturn.ie – a bhí ceapadh i gcomhairle le bainisteoirí scoile, príomhoidí, múinteoirí agus tuismitheoirí – scoileanna ar a gcumas Tuairiscí maidir le Neamhfhreastal Dalta (ceithre in aghaidh na bliana) agus Tuarascáil maidir le Freastal Bliantúil (aon cheann amháin in aghaidh na bliana) a chur isteach ar líne.

Tá an Bord Náisiúnta Leasa Oideachais tiomnaithe do shocruithe i leith bailiú sonraí maidir le neamhfhreastal daltaí a athchóiriú chun éifeachta d’fhonn riachtanais riaracháin na scoileanna a laghdú. Tá sé beartaithe ag an mBord socruithe dírithe nua a thabhairt isteach i gcomhairle lena chomhpháirtithe san oideachas.

4.5 Sábháilteacht Phearsanta

Tá dualgas ar an BNLO sláinte agus sábháilteacht a fhostaithe a chinntiú agus eolas, treoir, oiliúint agus maoirseacht a sholáthar más gá. Déanann an BNLO feasacht fostaithe a chur chun cinn faoi chúrsaí riosca agus cuireann córais shábháilte ar fáil faoi threalamh a oibriú agus a chothabháil.

Tá córas bainistithe Sláinte agus Sábháilteachta i bhfeidhm ag an BNLO mar a bhfuil an tsábháilteacht phearsanta ina mír sheasta ag cruinnithe faoi mhaoirseacht ghairmiúil, ag cruinnithe foirne, agus ag cruinnithe na bhfoirne bainistíochta áitiúla agus na gcruinnithe bainisteoirí réigiúnacha.

Tá feidhm ag an treoir seo i leith gach baill foirne de chuid an BNLO a chasann ar leanaí agus a dteaghlaigh. An aidhm ata leis ná a chinntiú go mbreithneofaí i gcónaí sláinte agus sábháilteacht ionchasach na foirne. Meastar sábháilteacht ag an obair a bheith ina comhfhreagracht ar idir fhoireann agus fhostóirí an BNLO.

I mí na Nollag 2009, thacaigh an BNLO le hoiliúint aonar déag de bhaill foirne le go mbeidís féin ina n-oiliúnóirí. I measc na mball foirne a ghlac páirt bhí ionadaithe ón gceithre sheirbhís – Teagmháil Baile, Scoile agus an Phobail, An Clár Críochnaithe Scoile, Seirbhís Cuartaíochta na Múinteoirí don Lucht Siúil, agus an tSeirbhís Leasa Oideachais.

Is oiliúint chreidiúnaithe é agus cuireann ar chumas na foirne a chríochnaíonn an cúrsa seisiúin sa tsábháilteacht phearsanta a cheapadh agus a theagasc do chomhghleacaithe chun go ndéanfaí foréigean agus ionsaí a sheachaint, a laghdú agus a bhainistiú sa saol oibre.

Cuirfear oiliúint ar fáil ar fud na gceithre sheirbhís 2010.



Cé gur ceist náisiúnta é freastal scoile, tá na figiúirí in Éirinn an-chosúil le figiúirí i dTuaisceart Éireann agus an chuid eile den Ríocht Aontaithe. Cailleadh 5.7% de laethanta scoile daltaí i mbunscoileanna na hÉireann i 2007/8 de bharr neamhláithreachta, i gcomparáid le 4.9% go 6.7% sa Ríocht Aontaithe (Tuaisceart Éireann, Sasana, an Bhreatain Bheag agus Albain). Bhí ráta neamhláithreachta i meánscoileanna na hÉireann 7.7% de laethanta scoile daltaí, agus idir 7.3% agus 9.1% sa Ríocht Aontaithe.

Thaispeáin anailís na sonraí chomh maith go mbíonn gach cosúlacht ann i gcásanna scoile a bhfuil ardráta neamhfhreastail acu go mbíonn céatadán níos airde de na daltaí ina gcónaí i dtithíocht údaráis áitiúil, i dteaghlach aontuismitheora, nó i dteaghlach ina bhfuil an príomhshaothraí dífhostaíochta. Bíonn baint ag ardráta neamhfhreastail le bochtanas, feidhmíocht acadúil níos laige, rátaí luathfhágála scoile níos airde agus gráid níos laige sa Teastas Sóisearach.

4.2 Bealach nua Oibre a Fhorbairt

Tá an Bord Náisiúnta Leasa Oideachais tiomanta de seirbhís den scoth a chur ar fáil a dhíríonn ar chaighdeáin agus torthaí maidir le freastal scoile agus cúrsaí socrúchán oideachais.

Tá sé mar chuid de Straitéis an Bhoird caighdeán oibre a mhionscrúdú agus a threisiú; monatóireacht a dhéanamh ar éifeachtacht; díriú ar thorthaí do leanaí agus teaghlaigh a mheas; agus tábhacht na leanaí inár gcuid oibre a thabhairt chun grinnis.

Rinneadh forbairt ar bhealadh nua oibre i gcomhar le baill foirne agus sainchomhairleoirí eachtracha ó Dheireadh Fómhair 2008 go hAibreán 2009, d’fhonn bealaí atreoraithe agus an próiseas idirghabhála a chaighdeánú. Rinneadh treoirlínte oibríochtúla a fhorbairt i gcomhairle leis an bhfoireann agus baineadh triail astu ag sé shuíomh threoracha.

Bhí sé mar sprioc ag an treoirscéim:

• Triail a chur ar chleachtaí bainistithe cáis.

• Cleachtaí a chaighdeánú agus díriú ar chuspóir cásoibre a threisiú.

• Seirbhís níos mó i dtreo torthaí a fhorbairt.

Chomh maith le cleachtadh na nOifigeach Leasa Oideachais a chaighdeánú, bhí roinnt athruithe suntasacha maidir le cleachtadh na mball foirne eile mar chuid den tsamhail nua seo. Seo a leanas roinnt samplaí de phríomhathruithe na treoirscéime:

1. Idirdhealú idir tuairisciú agus atreorú.

2. Táthar ag siúl anois go ndéanfadh an scoil gach iarracht chun fadhbanna neamhfhreastail scoile a réiteach sula gcuirfí an cás faoi bhráid an Bhoird Náisiúnta Leasa Oideachais.

3. Obair choisctheach réamhatreoraithe a thabhairt isteach faoin gcatagóir ‘Mearidirghabháil’.

4. Foirm Atreoraithe nua a thabhairt isteach.

5. Níos mó béime a chur ar chomhoibriú le seirbhísí tacaíochta oideachais, cosúil le Scéim Theagmhála Baile, Scoile agus an Phobail, an Clár Críochnaithe Scoile agus Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil.

6. Níos mó béime a chur ar éisteach le leanaí.

Ba é aidhm an Bhealaigh Nua Oibre an tseirbhís a dhíriú ar na leanaí a dteastaíonn sé uathu. D’fhonn é seo a bhaint amach, bhí orainn iarraidh ar scoileanna idirghabháil a dhéanamh go háitiúil díreach nuair a thugtar an fhadhb neamhfhreastail scoile faoi deara don chéad uair. Mar chuid den treoirscéim, bhíothas ag siúl go rachadh an scoil i dteagmháil le daltaí agus tuismitheoirí chun dul i ngleic leis an bhfadhb sula gcuirfí an cás faoi bhráid an Bhoird Náisiúnta Leasa Oideachais. Chun a chinntiú go ndearna an scoil gach iarracht chun an fhadhb a réiteach, cuireadh seicliosta réamhatreoraithe le chéile. Nuair nach raibh aon athrú ar an scéal tar éis na hidirghabhála áitiúla, cuireadh an cás faoi bhráid an Bhoird Náisiúnta Leasa Oideachais.

Neartaigh an tsamhail nua maidir le hoibriú le leanaí agus teaghlaigh leochaileacha comhoibriú le scoileanna agus comhghleacaithe eile i seirbhísí tacaíochta oideachais, agus b’athrú mór é i gcomparáid leis an modh oibre roimhe sin nuair nach gcuireadh ach amhshonraí freastail san áireamh.

Rinne measúnú eachtrach ar an treoirscéim sa tuairisc Reducing the Barriers to School Attendance: Testing a New Way of Working. Cuireadh laethanta oiliúna ar siúl do bhaill foirne ar 22 agus 23 Meitheamh 2009 chun na torthaí a phlé agus foghlaim a roinnt. Cuireadh na torthaí in iúl go raibh baill foirne, scoileanna, gníomhaireachtaí tacaíochta, chomh maith le leanaí agus teaghlaigh sásta faoin treoirscéim den chuid is mó. Bhí baill foirne, scoileanna agus gníomhaireachtaí tacaíochta an-sásta go háirithe gur cuireadh foirmeacha réamhatreoraithe agus atreoraithe ar fáil, agus d’aithin siad buntáistí agus leas a d’fhéadfaí a bhaint amach nuair a thugann an scoil faoi neamhfhreastail scoile ar an gcéad dul síos, agus de bharr go bhfuil sainmhíniú níos soiléire air seo anois.

Anois agus an treoirscéim curtha chun chríche, tá ‘Bealach Nua Oibre’ á chur i bhfeidhm in áiteanna roghnaithe timpeall na tíre. Tá 31 Oifigeach Leasa Oideachas ag úsáid na samhla nua i 189 scoil i láthair na huaire. Bíonn seisiúin forbartha ar siúl go rialta idir Stiúrthóir na Seirbhísí Leasa Oideachais, Bainisteoirí Réigiúnacha, Oifigigh Shinsearacha Leasa Oideachais agus sainchomhairleoirí eachtracha. Leanann ceardlanna cleachtais ar aghaidh do bhaill foirne ag a bhfuil baint leis an mbealach nua oibre agus is féidir leo taithí agus

Athbhreithniú ar 2009 - Ár SeirbhísSprioc 4 Polasaí agus Cleachtas Fianaisebhunaithe a Fhorbairt


Athbhreithniú ar 2009 - Ár Seirbhís

4.1 Taighde: Sonraí maidir le Freastal Bliantúil

Anailís Sonraí maidir le Freastal BliantúilTugann tuarascáil is déanaí an Bhoird, a bhaineann le hAnailís Sonraí maidir le Freastal Bliantúil ar bhunscoileanna agus ar mheánscoileanna, 2006/07 – 2007/08, le fios nach raibh aon athrú suntasach ar líon na laethanta a cailleadh de bharr neamhláithreachta le cúig bliana anuas.

Tá níos mó ná 57,000 daltaí as láthair ó scoil gach lá, 31,500 daltaí bunscoile agus 26,000 daltaí meánscoile. Cailleann gach dalta 12 lá scoile ar an meán gach bliain nuair atá siad i mbunscoil agus 13 lá scoile ar an meán i meánscoil.

Bhí tuairim is 12% de dhaltaí bunscoile (58,000) agus 17% de dhaltaí meánscoile (57,000) as láthair ar feadh 20 lá nó níos mó i rith na bliana scoile 2006/2007 agus 2007/2008. Bhí éagsúlachtaí móra idir na scoileanna, áfach. Ní raibh aon dalta as láthair ar feadh 20 lá nó níos mó i roinnt scoileanna, ach i scoileanna eile bhí níos mó ná 20% de na daltaí as láthair ar feadh na tréimhse sin. Cuireann an tuarascáil anailís shonrach de réir contae ar fáil de na

sonraí seo freisin.

Ó cuireadh an tAcht Oideachais (Leas), 2000 i bhfeidhm, ní mór do scoileanna Tuarascáil maidir

le Freastal Bliantúil (AAR) a chur isteach chuig an mBord a shonraíonn leibhéal freastail

gach bliain. Cuireann ráta freagartha ard (95%) na mbunscoileanna agus (91%) na meánscoileanna in iúl go bhfuil scoileanna ag tabhairt airde mar is cuí ar neamhfhreastal. Ciallaíonn sé chomh maith, go bhfuil bunachar sonraí náisiúnta na dtuarascálacha ag an mBord agus is féidir leo úsáid a bhaint as chun monatóireacht a dhéanamh ar neamhfhreastal, díbirt agus fionraíocht i mbunscoileanna agus meánscoileanna ar fud na tíre.

Polasaí agus Cleachtas Fianaisebhunaithe a Fhorbairt

Sprioc 4

baint ag an dá ghníomhaireacht. Aontaíodh plean feidhmithe idir na bainisteoirí, sainaithníodh tosaíochtaí agus ceapadh próiseas bailithe sonraí do chásanna a mbeadh an dá ghníomhaireacht ag obair orthu i gcomhar lena chéile.

De thoradh go bhfuil níos mó béime ar speisialtóireacht seirbhísí agus ar sholáthar seirbhísí áitiúla anois, tá sé níos tábhachtaí seirbhísí a dhéanann forbairt ar bhealaí éifeachtacha chun obair le chéile a chur ar fáil d’fhonn torthaí níos fearr a bhaint amach do leanaí agus chun freastal ar riachtanais chasta atá ag teacht chun solais. Tá an cur chuige seo ar aon dul le polasaí an Rialtas ar a dtugtar breac-chuntas sa chlár Athchóiriú na Seirbhísí Poiblí.

Tá an Bord Náisiúnta Leasa Oideachais agus an Chomhairle Náisiúnta um Oideachas Speisialta tiomnaithe i dtreo oibriú le chéile i slí éifeachtach agus shoiléirigh na prótacail oibre nua róil agus téarmaí tagartha an dá ghníomhaireacht.

Cuireann fís ár n-oibre béim thábhachtach ar leanaí. Molann sí chomh maith gur chóir meas a bheith againn ar obair na ngníomhaireachtaí eile, agus gur chóir tuiscint a bheith againn ar na róil agus an saineolas ar leith atá ag gach uile duine i ngach aon ghníomhaireacht.

Coinneoidh an Bord na socruithe seo faoi athbheithniú agus cuirfear aiseolas a fhaightear ó scoileanna, teaghlaigh agus úsáideoirí na seirbhísí faoi chaibidil le haghaidh measúnaithe.

Tabharfar deiseanna do bhaill foirne foghlaim agus oibriú le chéile d’fhonn caidreamh tacúil agus gairmiúil a chothú chun na torthaí is fearr a bhaint amach ar mhaithe leis na leanaí lena n-oibrímid.

Tá an Bord ag forbairt prótacail chosúla i láthair na huaire le gníomhaireachtaí eile a bhfuil spriocanna cosúla acu. Chuir an Bord tús le hobair ar phrótacail oibre a fhorbairt i gcomhar le Feidhmeannacht na Seirbhíse Sláinte agus tá polasaithe soiléire i leith leanaí a chosaint i bhfeidhm a leagann amach ár gcuid freagrachtaí nuair atá imní faoi chosaint leanaí. Mar chuid dár n-obair ar phrótacail, táimid ag dul i ngleic le socruithe oibre do leanaí, atá ina ábhar is cúram don dá ghníomhaireacht, agus do leanaí faoi chúram.

Tá an Bord ag forbairt prótacail i gcomhar le Seirbhís Ceartas Óige na hÉireann faoi láthair a bhaineann le socrúchán oideachais tar éis don leanbh ionad coinneála a fhágáil.

Chomh maith leis sin, tá an Bord tar éis socruithe oibre den chéad scoth a chothú le réimse leathan soláthróirí seirbhíse, idir reachtúil agus deonach, a oibríonn le leanaí leochaileacha, agus a dteaghlaigh ag leibhéal áitiúil agus náisiúnta. Is é aidhm na dtionscnamh seo seirbhís dhírithe agus oiriúnach a chur ar fáil le leas na leanaí agus a dteaghlaigh.

3.2 Coistí Seirbhísí Leanaí

Thosaigh an Coiste Seirbhísí Leanaí sa bhliain 2006. Chuimsigh an comhaontú Comhpháirtíochta I dTreo 2016 gealltanas sonrach ón rialtas iad seo a leanas a bhunú:

1 Grúpa ardleibhéil a thabharfadh le chéile Ranna Rialtais agus Gníomhaireachtaí Stáit chun polasaithe a fhorbairt agus seirbhísí a sholáthar a rachadh i gcion ar shaol leanaí. An cuspóir leis seo ná comhordú níos fearr ar sheirbhísí do leanaí agus dá dteaghlaigh a chinntiú.

2 Coiste Seirbhísí Leanaí a bhunú, ar an leibhéal áitiúil, laistigh de gach Bord forbartha contae / cathrach. Déanfaidh an FSS cathaoirleacht ar na coistí seo.

Tá ionadaíocht ag an BNLO ar an nGrúpa Náisiúnta agus ar Choistí Seirbhísí Leanaí Luimnigh, Chathair Bhaile Átha Cliath agus Bhaile Átha Cliath Theas. Sa bhliain 2009 bhí Bainisteoir Réigiúnach ina ionadaí ar an BNLO ar dhá Choiste nua, i bhFine Gall agus i gCill Dara.

An sainchúram atá ar Choisí seirbhísí leanaí ná pleananna straitéiseacha agus cáipéisí polasaí a chur i bhfeidhm ar pleananna agus cáipéisí iad atá ceaptha cheana féin i ndáil le seirbhísí do leanaí in Éirinn. An cuspóir atá leo ná:

• Caidrimh láidre tras-ghníomhaireachta a fhorbairt.

• Tacaíocht a dhaingniú do chomh-chur i bhfeidhm na bpolasaithe / dtionscnamh a éilíonn gníomhaíocht idirghníomhaireachta.

• An t-uasfhónamh a bhaint as comhtháthú an tsoláthair seirbhíse ar an leibhéal áitiúil.

Cé go n-oibríonn gach coiste de réir plean áitiúil bunaithe ar anailís riachtanais na ndaoine sna contaetha agus na limistéar cathracha sin, is saincheisteanna / fócas oibre comónta atá ann ar fud roinnt maith díobh lena n-áirítear conas eolas a roinnt go sábháilte ar fud gníomhaireachtaí; bealaí comónta a fhorbairt chun riachtanais a mheas; agus feabhas a chur ar thorthaí oideachais.

Bhí na Coistí an-chuidiúil leis an tSeirbhís Leasa Oideachais trí phríomh-chomhpháirtíochtaí agus príomh-chaidrimh a forbairt agus a dhaingniú ar an leibhéal sinsearach le gach soláthraí seirbhíse áitiúil d’fhonn a chinntiú go bhfuil seirbhísí comhleanúnacha ann do leanaí agus teaghlaigh agus go mbeadh an rannpháirtíocht ina chúis imní roinnte i measc na ngníomhaireachtaí sin a oibríonn le leanaí agus teaghlaigh.

Athbhreithniú ar 2009 - Ár SeirbhísSprioc 3 Cleachtaí Idirghníomhaireachta agus Comhoibríocha Oibre a Fhorbairt




3.1 Prótacail Idirghníomhaireachta

De bharr go bhfuil na tosca a théann i gcion ar fhreastal scoile fite fuaite le chéile, tá an Bord Náisiúnta Leasa Oideachais freagrach as obair agus forbairt polasaithe de chuid réimse leathan ranna an Rialtais agus gníomhaireachtaí an Stáit a chomhordú go héifeachtach de réir Alt 12 den Acht Oideachais (Leas), 2000.

Tá an Bord Náisiúnta Leasa Oideachais tiomnaithe i dtreo prótacail a fhorbairt a chuireann bealaí nuálacha agus comhoibríocha chun cinn d’fhonn freastal scoile a fheabhsú agus fadhbanna neamhfhreastail scoile a réiteach. Chun é seo a bhaint amach, ní mór don Bhord dlúthchaidreamh oibre a chothú le daoine gairmiúla agus gníomhaireachtaí eile chun cur chuige comhtháite a chinntiú ar mhaithe le leas oideachais leanaí.

Is gníomhaireachtaí neamhspleácha agus reachtúla iad an Bord Náisiúnta Leasa Oideachais agus an Chomhairle Náisiúnta um Oideachas Speisialta, a bhfuil róil, téarmaí tagartha agus feidhmeanna ar leith acu, a bunaíodh faoin Roinn Oideachais agus Scileanna. Tá an dá ghníomhaireacht freagrach as oideachas a chinntiú do gach leanbh, agus faigheann siad an tacaíocht atá ag teastáil uathu de réir a riachtanais chun an cuspóir sin a bhaint amach.

Bhí caidreamh neamhfhoirmiúil idirghníomhaireachta i bhfeidhm ó bunaíodh an Chomhairle Náisiúnta um Oideachas Speisialta agus an Bord Náisiúnta Leasa Oideachais, agus d’oibrigh siad as lámh a chéile ar roinnt tionscadal oibre comhroinnte. In Eanáir 2009, d’aontaigh an dá ghníomhaireacht, le tacaíocht ón Roinn Oideachais agus Scileanna, go gcuirfí na socruithe oibre seo ar bhonn foirmiúil, go háirithe i dtaca le leanaí lena raibh

Cleachtaí Idirghníomhaireachta agus Comhoibríocha Oibre a Fhorbairt

Sprioc 3



Athbhreithniú ar 2009 - Ár SeirbhísSprioc 2 Acmhainn a Fhorbairt agus Seirbhís Leasa Oideachais ar Ardchaighdeán a Sholáthar

Seán, 14 bliana d’aois

Chuir scoil Sheáin a chás faoi bhráid an Bhoird Náisiúnta Leasa Oideachas, toisc go raibh fadhbanna iompraíochta aige a bhí ina gcúis le fionraíocht.

Thuairiscigh múinteoirí i scoil Sheáin nach mbíodh sé ag fanacht ina shuí, go dtéadh sé ag fálróid na gconairí le linn ranganna agus nach mbíodh sé umhal do mhúinteoirí. Nuair a chuirtí isteach air, d’éiríodh sé maslach agus thosaíodh sé ag bagairt ar mhúinteoirí agus daltaí eile.

Shocraigh an tOifigeach Leasa Oideachais cruinniú le tuismitheoirí Sheáin. Bhí siad ar aon intinn leis an scoil agus bhí frustrachas orthu mar gheall ar iompar a mic. Chuir an t-athair in iúil go raibh Seán ag cruthú teannais sa teaghlach. Ní amháin go raibh a chuid fadhbanna iompraíochta ag teacht chun solais sa scoil agus sa bhaile, ach tugadh rabhadh dó faoi scéim idirchaidrimh don óige an Gharda Síochána chomh maith.

Bhuail an tOifigeach Leasa Oideachas le Seán. Mhínigh sé go raibh fearg air i gcónaí, ach ní raibh a fhios aige cén fáth. Bhí sé diongbháilte nach raibh fonn air freastal ar scoil a thuilleadh.

Shocraigh an tOifigeach Leasa Oideachais seisiúin chomhairleoireachta do Sheán ag an gclinic áitiúil leanaí agus teaghlaigh. Thug siad deis do Sheán labhairt faoina chuid mothúchán le haltra cliniciúil. Ghlac Seán lánpháirt sna seisiúin chomhairleoireachta.

Mar chuid de phlean an cháis, shocraigh an tOifigeach Leasa Oideachais go ndéanfadh an tSeirbhís Náisiúnta Síceolaíochta Oideachais measúnú ar Sheán sa scoil, chun aon deacracht foghlama a aithint. Bhuail an tOifigeach Leasa Oideachais le múinteoirí Sheáin, síceolaí na Seirbhíse Náisiúnta Síceolaíochta Oideachais agus altra cliniciúil chun riachtanais Sheáin a phlé agus chun dul i ngleic lena iompar ar scoil. Tugadh roinnt deacrachtaí faoi deara agus cuireadh plean cúraim i bhfeidhm chun cúnamh a tabhairt do Sheán foghlaim ar scoil agus tabhairt faoina chuid fadhbanna iompraíochta.

D’oibrigh an plean cúraim go maith ar feadh cúpla seachtain. Tharla teagmhas tromchúiseach ar scoil, áfach, agus díbríodh Seán. Bhuail an tOifigeach Leasa Oideachais le Seán agus shocraigh sé teagasc sa bhaile nuair a bhí spás scoile eile á lorg acu. Chuir Seán in iúl gur mhaith leis freastal ar ionad oiliúna FÁS agus thug an tOifigeach cúnamh dó leis an iarratas a dhéanamh. Tá sé ag freastal ar an ionad i láthair na huaire agus ar tí an cúrsa a chríochnú. Tá an tOifigeach fós i dteagmháil leis an teaghlach agus thug sé tacaíocht do Sheán iarratas a dhéanamh ar scoil phríomhshrutha de bharr gur mhaith leis a Ardteistiméireacht a chur i gcrích an bhliain seo chugainn.

Clár, 6 bliana d’aois

Chuir scoil Chlár a cás faoi bhráid an Bhoird Náisiúnta Leasa Oideachais i nDeireadh Fómhair 2009 de bharr nach raibh sí ag freastal ar scoil. Bhí Clár as láthair ón scoil ar feadh míosa. Mhínigh máthar Chlár gur gortaíodh Clár ar scoil, agus ní raibh fonn uirthi dul ar ais ar scoil ó shin.

Shocraigh an tOifigeach Leasa Oideachais cruinniú idir an Príomhoide agus máthar Chlár, agus rinneadh plé ar cheist an ghortaithe. Bheartaigh siad go ndéanfaí teagmháil leis an máthar láithreach bonn i gcás aon teagmhas eile. D’aontaigh an máthar go bhfreastalódh Clár ar scoil tar éis an chruinnithe, ach ní raibh trácht ná tuairisc uirthi ar scoil an lá dár gcionn.

Bhuail an tOifigeach le máthar Chlár arís d’fhonn aon fhadhb eile sa teaghlach a fhionnadh. Labhair an tOifigeach le liachleachtóir ginearálta an teaghlaigh agus chuir sé in iúl go raibh imní air faoi neamhfhreastal an linbh. Toisc go raibh a fhios ag an Oifigeach anois nach raibh aon tinneas uirthi, d’eisigh sé Fógra maidir le Neamhfhreastal Scoile (SAN) chuig an máthar, an chéad chéim i dtreo imeachtaí dlíthiúla.

Tá éis dó an fógra sin a eisiúint, ní dhéanfadh máthar Chlár aon teagmháil leis an Oifigeach Leasa Oideachais. D’inis Feidhmeannacht na Seirbhíse Sláinte don Oifigeach nach raibh siad in ann teagmháil a dhéanamh leis an máthar ach oiread.

Tar éis go leor iarrachtaí, d’éirigh leis an Oifigeach agus leis an oibrí sóisialta teagmháil a dhéanamh le máthar Chlár. Thug an tOifigeach breac-chuntas ar thromchúis an cháis agus chuir sé in iúl go raibh comhad ullmhaithe chun an dlí a chur ar an máthar de bharr neamhfhreastal scoile a hiníon. Dúirt an máthar arís agus arís eile go bhfreastalódh Clár ar scoil, ach níor fhreastal Clár. Maidin amháin, chuaigh an tOifigeach go dtí an teach agus d’éirigh leis Clár a thabhairt go scoil a chur ina luí ar an máthar. Thug an tOifigeach agus an Príomhoide Clár go dtí a rang agus chuir siad in aithne dá páirtithe ranga í arís.

Is léir go raibh Clár an-sásta go raibh sí ag freastal ar scoil arís. Tháinig máthar Chlár chuig an Oifigeach agus mhínigh sí dó go raibh sí ag cronú a hiníne nuair a bhí sí ar scoil agus go raibh uaigneas uirthi. Shocraigh an tOifigeach cruinniú le duine gairmiúil oiriúnach d’fhonn is go mbeadh máthar Chlár in ann a cuid mothúcháin a phlé. Bíonn máthar Chlár ag buaileadh le comhairleoir pobail ar bhonn rialta anois, agus tá an tOifigeach Leasa Oideachais fós ag monatóiriú an cháis. Níor chaill Clár ach 3 lá scoile de bharr breoiteachta ó d’fhill sí ar scoil.

Cás-Staidéir



Johnny, 15 bliana d’aois

Tarraingíodh aird BNLO ar Johnny den chéad uair i mí na Nollag 2007, nuair a bhí sé sa 1ú bliain. Bhíodh sé as láthair ar bhonn rialta agus thug a chuid múinteoirí faoi deara go raibh a iompar dúshlánach. Chuaigh an OLO a sannadh do Johnny isteach chun bualadh leis an bPríomhoide scoile agus, lena thuismitheoir ansin chun tuiscint éigin a fháil ar na dúshláin láithreacha agus chun réiteach éigin a shocrú.

I mí Meithimh 2008, áfach, de bharr cúinsí clainne nach raibh aon neart aige orthu, cuireadh Johnny faoi chúram deonach FSS. Fad is a bhí sé faoi chúram, cuireadh oireachas ar Johnny laistigh d’aonad cónaithe.

I mí Meán Fómhair 2009, cuireadh Johnny faoi chúram altramais faoi chaomhnóireacht a aintín. Ós rud é go raibh áit scoile go mór de dhíth air, d’fhan OLO bainteach le cás Johnny. Aimsíodh go raibh NHEA ar Johnny agus bhí socrúchán oideachais ag teastáil a bhí in oiriúint dá riachtanais speisialta dá bharr.

Cuireadh iarratais isteach go roinnt suíomhanna oideachais oiriúnacha, Tionscadal Comhchaidrimh don Ógra san áireamh. Le cúnamh ón OLO cuireadh réiteach eatramhach de theagasc baile ar fáil ag an Roinn Oideachais agus Scileanna. Eagraíodh an teagasc a chur ar bun in ionad acmhainne óige áitiúil toisc gur árasán beag a bhí i mbaile Johnny agus toisc go raibh leanaí óga ag an tuismitheoir altramais.

Tá Johnny ag freastal ar theagasc gach lá fós agus réitíonn sé go maith lena theagascóir. Rinne sé dul chun cinn mór ina chuid oideachais agus tá sé i gceist aige a Theastas Sóisearach a dhéanamh.

Aimsíodh socrúchán do leis an Tionscadal Comhchaidrimh don Ógra agus tá an OLO dóchasach go mbainfidh Johnny leas as an socrúchán seo.

Lisa, 10 mbliana d’aois

Rinne scoil DEIS Lisa a atreorú chuig BNLO i lár mhí na Nollag 2008 de bharr a patrúin tinrimh. Bhí sí as láthair leath den téarma scoile ó mhí Mheán Fómhair na bliana sin. Rinne an scoil iarracht idirghabhálacha éagsúla a dhéanamh, ach níor éirigh le haon cheann acu.

Thionóil an OLO cruinniú de phearsanra na scoile agus foireann Chlár Críochnaithe Scoile le faisnéis bheacht a fháil agus leis na constaicí a bhí ag Lisa i gcás oideachais a phlé. Tháinig pictiúr soiléir chun solais ansin de na mórcheisteanna a raibh tionchar acu ar an leanbh agus a clann. Bhí an foireann ildisciplíneach buartha go raibh deacrachtaí meabhairshláinte na máthar mar phríomhchúis thinreamh mírialta Lisa.

I ndiaidh trí chuairt baile teipthe, bhuail an OLO faoi dheireadh le Lisa agus a máthair. Ba léir go raibh cúnamh seirbhísí eile de dhíth ar a máthair. Rinne an scoil agus an OLO comh-atreorú go líon pearsanra tacaíochta i FSS chun tacaíocht a lorg do mháthair Lisa.

Bhuail an OLO agus a comhghleacaí ón gClár Críochnaithe Scoile le Lisa chun plean a shocrú maidir leis an tslí go bhféadfaidís cabhrú le Lisa a páirtíocht agus tinreamh scoile a fheabhsú. Thug an plean tascanna praiticiúla do Lisa agus dá máthair amhail coinneáil le gnáthamh struchtúrtha. Chum an OLO cairt le Lisa chomh maith ar a d’fhéadfadh sí a cuid gnóthachtálacha a thaifeadadh.

Chuaigh a n-idirghabhálacha, ina raibh cur chuige ildisciplíneach, i bhfeidhm go dearfach ar Lisa agus a máthair sa tslí gur chabhraigh sé leis an gclann teacht as roinnt dá ndeacrachtaí agus tinreamh scoile Lisa a fheabhsú. Buaileann an OLO le Lisa gach trí seachtaine go fóill chun athbhreithniú a dhéanamh ar a cuid dul chun cinn, agus ní raibh sí as láthair ach dhá uair i rith na tréimhse ó dheireadh Eanáir go lár Aibreáin.

Dar le tuairiscí na scoile, tá iompar Lisa tar éis feabhsú agus tá sí ag réiteach níos fearr lena piarghrúpa. Bhain máthair Lisa leas mór freisin as an tacaíocht a fuair sí ó na húdaráis sláinte áitiúla agus tá sí sásta anois go bhfuil a hiníon ag freastal ar scoil.

Léiríodh go raibh na hidirghabhálacha dírithe a rinneadh leis an gclann tairbheach agus fiúntach i gcás réiteach a fháil don chás seo.


Cás-Staidéir




Nuair a atreoraíonn scoil, tuismitheoir nó gníomhaireacht eile duine óg chuig OLO, an obair thosaigh atá ag an OLO ná nádúr, raon agus doimhneacht na faidhbe a mheas.

Bailítear eolas ón scoil, ón mbaile agus ón duine óg atá i gceist chun tuiscint a fháil ar nádúr na ndeacrachtaí. Más droch-thinreamh scoile atá san fhadhb, mar shampla, déanfaidh an measúnú iniúchadh ar na constaicí atá os comhair an duine óig ag an uair sin.

Tá na fáthanna le neamh-thinreamh iltoiseach; d’fhéadfadh roinnt mórcheisteanna a bheith suite sa chlann agus ina gcúinsí pearsanta féin; roinnt eile sa láthair scoile nó ag an duine óg féin. Cuirfidh an measúnú roimhe láidreachtaí agus teacht aniar a aithint i suíomh an duine óig agus na clainne ionas go bhféadfaí fadhbanna a réiteach. Socrófar ar phlean ansin i gcomhar leis an duine óg, an chlann agus an scoil chun aghaidh a thabhairt ar na constaicí éagsúla a sainíodh. Más gá measúnú síceolaíochta a dhéanamh ar an duine óg nó an / na tuismitheoir(í), déanfaidh an OLO na hatreoruithe seo. D’fhéadfadh go mbeadh gá ag an gclann le tacaíocht chlainne nó cabhair ó ghníomhaireachtaí tacaíochta neamhrialtasacha chun aghaidh a thabhairt ar na mórcheisteanna sainithe.

Is minic a bhíonn fadhbanna maidir le droch-thinreamh scoile mar chomhartha ar fhadhbanna níos casta agus domhainbhunaithefós do chlanna agus tá gá le tréimhse ama shuntasach, sainchúnamh agus tacaíocht leanúnach ón OLO chun gur féidir dul chun cinn. Tugann na ceithre chás-staidéar seo a leanas, curtha isteach ag OLO, léargas áirithe ar an raon oibre atá os comhair OLO.

Chun críocha na gcás-staidéar seo, athraíodh ainmneacha agus comharthaí sóirt eile chun príobháideacht chlainne agus aonair a chosaint.

Cás-Staidéir



Tá an Bord Náisiúnta Leasa Oideachais tar éis 221 toghairm a eisiúint i gcoinne tuismitheoirí maidir le 137 leanaí ó cuireadh ar bun é. I measc na gcásanna seo:

• Rinneadh an duine a chiontú i 67 cás (bhí 1 chás amháin ina raibh an duine ciontach fós ar siúl ag deireadh 2009).

• Scriosadh 50 gcás amach nó tarraingíodh siar iad (de bhar cúiseanna éagsúla, mar shampla, d’fhill an leanbh ar scoil).

• Tá 104 cás fós ar siúl.

2.4 Oideachas in Áiteanna seachas Scoileanna Aitheanta

De réir Alt 14 (1) den Acht Oideachais (Leas), 2000 sonraítear go ndéanfadh an BNLO clár a bhunú agus a choinneáil de gach leanbh atá ag fáil oideachais in áit lasmuigh de scoil aitheanta. Cuireann an tAcht breac-chuntas ar fáil ar phróiseas iarratais, measúnaithe, cláraithe agus achomhairc ar chóir don Bhord cloí leis. Déanann an Bord measúnuithe de réir Threoirlínte na Roinne Oideachais agus Scileanna i ndáil le hOideachas in Áiteanna Lasmuigh de Scoileanna Aitheanta (2003).

Go dtí seo, tá 638 leanbh cláraithe ag an mBord mar leanaí atá ag fáil oideachais sa bhaile agus 5,878 leanbh atá ag fáil oideachais i scoileanna gan aitheantas (scoileanna neamhspleácha de chineálacha éagsúla) ar fud na tíre.

Déanann Oifigeach Leasa Oideachais Sinsearach bainistiú ar an tseirbhís seo a fhostaíonn duine amháin údaraithe lánaimseartha agus painéal saineolaithe a dhéanann measúnuithe ‘tosaigh’ agus ‘cuimsitheacha’ ar fud na tíre. Cuireadh oiliúint bhreise ar an bpainéal i ndéanamh measúnuithe cuimsitheacha sa bhliain 2009. Faoi alt 14 (5) den Acht Oideachais (Leas), 2000, déantar measúnú cuimsitheach tar éis measúnú tosaigh a dhéanamh i leith soláthar oideachais, mura bhfuil an Bord in ann a chinntiú go bhfuil an leanbh ag fáil oideachas áirithe íosta.

Le linn na bliana chas an BNLO le Cathaoirleach agus Rúnaí an Líonra Oideachais Baile (LOB), atá ar an líonra is mó tacaíochta d’oideachasóirí baile in Éirinn. Láraigh plé ar shaincheisteanna a tháinig chun cinn don BNLO agus do LOB araon i ndáil leis an bpróiseas measúnuithe agus clárúcháin. D’fhreastail an BNLO freisin ar chomhdháil bhliantúil LOB

agus bhuail go neamhfhoirmiúil le roinnt teaghlach a chuireann oideachas ar a leanaí sa bhaile.

Bítear ag súil go leanfaidh an Bord na Treoirlínte maidir le measúnuithe a dhéanamh agus féadtar athbhreithniú ó am go chéile a dhéanamh ar na Treoirlínte agus na gnáthaimh a gcuirtear síos orthu iontu.

Sa bhliain 2009 rinne an BNLO athbhreithniú inmheánach ar na Treoirlínte Measúnuithe faoi Oideachas in Áiteanna Lasmuigh de Scoileanna Aitheanta agus fuarthas go raibh roinnt saincheisteanna agus gnáthamh a bhfuil gá dul i ngleic leo. Mar sin, ullmhaíodh aighneacht le cur faoi bhráid na Roinne Oideachais agus Scileanna, ag iarraidh go mbreithneofaí na nithe seo. De bun na haighneachta sin, d’aontaigh an Roinn Oideachais agus Scileanna go raibh sé in am trátha athbhreithniú a dhéanamh ar na treoirlínte reatha i bhfianaise na taithí ar an bpróiseas measúnuithe agus clárúcháin go dtí seo.

2.5 Líne Chabhrach an Bhoird Náisiúnta Leasa Oideachais

Is seirbhís íosghlao í an líne chabhrach náisiúnta oideachais is féidir le glaoiteoirí ar fud na tíre glao a chur uirthi ar phraghas glao áitiúil. Cuireann sí seirbhís láithreach ar fáil do thuismitheoirí, scoileanna agus daoine gairmiúla eile atá ag lorg eolais nó comhairle maidir le réimse ceisteanna oideachasúla. Is iad seo a leanas na ceisteanna lena ndéileálann an líne chabhrach go rialta: ní féidir spás scoile a aimsiú; díbirt; fionraíocht; achomhairc faoi réir Alt 29; iarratais oideachais sa bhaile; agus oideachas in áiteanna seachas scoileanna aitheanta.

Déileálann an tseirbhís le roinnt ceisteanna a bhaineann le hoideachas thar ceann na Roinne Oideachais agus Scileanna agus gníomhaireachtaí reachtúla eile chomh maith, lena n-áirítear riachtanais speisialta oideachais, bulaíocht agus gearáin faoi scoileanna.

Cuirtear thart ar 5,000 glao ar an líne chabhrach in aghaidh na bliana ó cuireadh ar bun í i 2004. Cuirtear sonraí maidir le daoine nach bhfuil spás scoile acu faoi bhráid na Roinne Oideachais agus Scileanna i gcomhair pleanála.

Chuir an tSeirbhís Leasa Oideachais meitheal oibre ar bun chun athbhreithniú a dhéanamh ar oibriúcháin na líne cabhraí i láthair na huaire agus chun soláthar seirbhíse sa todhchaí a shonrú, lena n-áirítear caighdeáin oibríochtúla a fhorbairt ar aon dul le dea-chleachtas. Chuaigh an duine a bhí fostaithe chun an tseirbhís seo a chur ar fáil ar scor ag deireadh 2009 agus, níl an Bord in ann aon duine eile a fhostú de bharr go bhfuil cosc le fostaíocht. Tá glaonna ar an líne chabhrach á gcur ar aghaidh chuig oifigí réigiúnacha idir an dá linn.

Tábla 3: Oideachas in Áiteanna seachas Scoileanna Aitheanta, amhail ar 31 Nollaig 2009

Oideachas sa Bhaile

Líon na dTeaghlach

Líon na Leanaí

Líon Cláraithe 437638

Scoileanna Príobháideacha

Líon na Scoileanna

Líon na Leanaí

Cláraithe 335,878





2.2.1 Obair na nOifigeach Leasa Oideachais

Is é buntasc na nOifigeach Leasa Oideachais (OLO) obair a dhéanamh i bpobail ar fud fad na tíre, ag feidhmiú mar thacadóirí agus ag tabhairt tacaíochta do thuismitheoirí, caomhnóirí agus leanaí a bhfuil deacrachtaí acu i leith freastail scoile nó leasa oideachais. Díríonn Oifigigh Leasa Oideachais ar na cúiseanna le neamhfhreastal an linbh nó an duine óig, agus tugann siad tacaíocht do thionscnaimh idirghníomhaireachta a spreagann lánfhreastal.

De réir an Achta Oideachais (Leas), 2000, ní mór d’Oifigigh Leasa Oideachais triail a bhaint as gach cineál idirghabhála leasa sula bpléifí caingean dlí i gcoinne na dtuismitheoirí nach bhfuil ag comhlíonadh a gcuid dualgas chun a chinntiú go bhfuil a leanaí ag freastal ar scoil go rialta, agus coinníonn na hOifigigh an fhoráil thábhachtach seo i gcuimhne agus iad i mbun cásoibre.

Cuireann Oifigigh Leasa Oideachais seirbhís ar fáil do leanaí, teaghlaigh, agus scoileanna d’fhonn a chinntiú go mbaineann gach leanbh leas as oideachas. Tugann siad cúnamh do scoileanna maidir le dualgais dhlíthiúla faoin Acht a chomhlíonadh. Seo a leanas roinnt de bhunghnéithe an róil seo:

• Monatóireacht a dhéanamh ar fhreastal scoile agus bearta a ghlacadh nuair nach bhfuil leanaí ag freastal ar scoil agus nuair a sháraíonn tuismitheoirí a gcuid dualgas dlíthiúil maidir le freastal scoile.

• Obair le seirbhísí reachtúla agus deonacha eile chun tacú le freastal leanaí ar scoil agus cúnamh a thabhairt dóibh páirt a ghlacadh.

• Scoileanna a spreagadh chun straitéisí maidir le freastal scoile, Cóid Iompraíochta agus polasaithe eile a thugann misneach do leanaí freastal ar scoil go rialta a fhorbairt.

2.2.2 Oifigigh Leasa Oideachais Shinsearacha

Tá 13 Oifigeach Leasa Oideachais Sinsearach ann (OLOS) sa tseirbhís – seo post speisialtóireachta le freagracht as oideachas lasmuigh de scoileanna aitheanta. Na príomhdhualgais atá ar OLOS ná: bainistiú agus forbairt a dhéanamh ar fhoireann OLO; maoirseacht agus tacaíocht a sholáthar do OLO; a chinntiú go gcuirtear polasaithe agus próisis i bhfeidhm ar bhealach caighdeánach agus ionadaíocht a dhéanamh ar an mBord ar an leibhéal áitiúil.

Aithnítear go bhfuil ról agus freagracht ríthábhachtach ag grád OLOS maidir le bainistíocht, inspreagadh agus soláthar treoraithe do OLO, chomh maith le cinntiú go bhfuil soláthar seirbhíse áitiúla do leanaí, tuismitheoirí agus scoileanna ina thosaíocht, go ndéantar é a sholáthar ar bhealach tráthúil agus go ndéantar athbhreithniú rialta air.

Cuireann an BNLO béim mhór ar an saineolas agus tiomantas a léiríonn an grád sinsearach i bhforbairt fhoriomlán na seirbhíse, agus braitheann ar a gcuid taithí agus saineolais le forbairt pholasaithe a stiúradh agus cur i bhfeidhm a chinntiú ag leibhéal áitiúil.

2.3 Smachtbhannaí Dlíthiúla

Is cuid thábhachtach d’obair an Bhoird iad imeachtaí cúirte. Is gníomh tromchúiseach é nuair a chuirtear tús le caingean dlí i gcoinne tuismitheora / caomhnóra agus tá sé tábhachtach a chinntiú go ndearnadh gach iarracht eile teacht thar na constaicí le freastal scoile a thriail agus gur theip ar an gcur chuige leasa a chinnteodh go bhfreastalódh an leanbh ar an scoil.

Tá an chúirt freagrach as aon smachtbhanna a ghearradh ar thuismitheoirí / chaomhnóirí as neamhfhreastal scoile, tar éis an fhianaise ar fad a chloisteáil, lena n-áirítear fianaise na dtuismitheoirí / na gcaomhnóirí agus fianaise an Oifigigh Leasa Oideachais. Déanann an dlí foráil chun fíneáil a ghearradh, nó tuismitheoir a chur i bpríosún ar feadh suas go haon mhí amháin, nó an dá rud.

Nuair atá fonn ar Oifigeach Leasa Oideachais próiseas a chur ar bun chun an dlí a chur i bhfeidhm, eisíonn sé ‘Fógra maidir le Neamhfhreastal Scoile’ (SAN) Nuair a eisítear an fógra seo, tosaíonn an tOifigeach ag déanamh monatóireachta ar chás an linbh, agus tugtar go leor deiseanna don tuismitheoir / chaomhnóir na fadhbanna bunúsacha a réiteach leis an Oifigeach agus an scoil. Uaireanta, faightear réiteach ar na fadhbanna de bharr go dtugann seirbhísí an Stáit tacaíocht bhreise don teaghlach.

• Eisíodh 319 Fógra maidir le Neamhfhreastal Scoile i 2009 maidir le 168 leanaí.

• Tá an Bord Náisiúnta Leasa Oideachais tar éis 1,094 Fogra maidir le Neamhfhreastal Scoile a eisiúint ó cuireadh ar bun é.

I gcásanna eisceachtúla, nuair nach ndéantar aon dul chun cinn ar feadh tréimhse agus níl an leanbh ag freastal ar scoil go fóill, is féidir leis an mBord Náisiúnta Leasa Oideachais na tuismitheoirí / caomhnóirí a ionchúiseamh.

Sa bhliain 2009, eisíodh 81 toghairm maidir le 49 leanaí. Tugadh 73 toghairm ar aghaidh ó bhlianta roimhe. Dá bhrí sin, bhí 154 toghairm idir lámha an Bhoird i 2009 ar an iomlán. I measc na gcásanna seo:

• Rinneadh an duine a chiontú i 40 cás (bhí 1 chás amháin ina raibh an duine ciontach fós ar siúl ag deireadh 2009).

• Scriosadh 10 gcás amach nó tarraingíodh siar iad (de bhar cúiseanna éagsúla, mar shampla, d’fhill an leanbh ar scoil).

• Tugadh 104 cás ar aghaidh chuig 2010.




Cathair Bhaile Átha Cliath 01. Baile Átha Cliath*02. Cluain Dolcáin

Cúige Laighean Thuaidh / Cúige Uladh 03. Baile Átha Cliath*04. An Uaimh 05. Dún Dealgan06. An Cabhán07. Droichead Átha

Cúige Laighean Theas 08. Tamhlacht* 09. Cill Chainnigh 10. Loch Garman11. An Nás12. Bré13. Ceatharlach14. Port Láirge

Cúige Mumhan 15. Corcaigh*16. Luimneach 17. Trá Lí18. Durlas19. Inis20. Beanntraí

An tIarthar / An tIarthuaisceart22. Gaillimh*23. Leitir Ceanainn 24. Sligeach25. Caisleán an Bharraigh26. An Longfort27. Tuaim28. An Muileann gCearr29. Baile Átha Luain30. An Tulach Mhór31. Port Laoise

Tábla 1: Forbhreathnú ar Ghníomhaíocht Oibre na Seirbhíse Leasa Oideachais, amhail ar 31 Nollaig 2009

Cuairteanna Scoile

Cuairteanna Baile

Litreacha chuig Tuismitheoirí

Cruinnithe le Gníomhaire-achtaí eile

Cáschruinnu-ithe faoi Acht na Leanaí 2001

Laethanta Oiliúna

Cathair BÁC1,5712,2252,2426876771.5

Tuaisceart Laighean / Uladh

1,8002,9512,9691,0795494

Deisceart Laighean1,1352,2152,8426815178

Mumhan 2,2912,8442,6309972955

Iarthar/Iarthuaisceart1,2772,2971,9085505358.5

8,07412,53212,5913,994254357

Tábla 2: Forbhreathnú ar líon na gcásanna, amhail ar 31 Nollaig 2009

Cásanna ag Tosach Eanáir 2009

Cásanna nuaCásanna DúntaCásanna ag Deireadh na Nollag 2009

Cathair BÁC841589931499

Tuaisceart Laighean / Uladh

654741977418

Deisceart Laighean692485789389

Mumhan 608492783317

Iarthar / Iarthuaisceart

363638655346

3,1582,9454,1351,969

*Oifig Réigiúnach



mbeidh in ann leas ceart a bhaint as an gcóras oideachais de bharr tréithe cúlra a d’fhéadfadh a chur isteach ar ghnóthachtáil an dalta agus coinneáil scoile. Tá sé mar bhunaidhm ag an scéim comhpháirtíocht a chothú idir thuismitheoirí agus mhúinteoirí. Táthar ag siúl gur féidir cur le deiseanna oideachais an dalta agus coinneáil scoile a chur chun cinn sa chóras oideachais mar gheall ar an gcomhpháirtíocht seo. Díríonn sí ar na daoine fásta atá i dteagmháil leis na leanaí go háirithe, ag iarraidh leas indíreach a bhaint amach ar son na leanaí. Mar chuid den obair seo, ainmneofar múinteoirí i scoileanna chun an obair seo a threorú .

Tá an tseirbhís seo comhordaithe ag Foireann Náisiúnta ar a bhfuil 3 Chomhordaitheoir Náisiúnta, a chuireann ceannaireacht, treoir agus forbairt agus comhordú forbartha ar fáil do 450 comhordaitheoir TBSP atá fostaithe i mbunscoileanna agus iar-bhunscoileanna DEIS (Delivering Equality of Opportunity in Schools) ar fud na tíre. Is múinteoirí iad gach ball de TBSP.

An dá phríomhghné a bhaineann leis ag gclár ná:

1 Comhpháirtíochtaí a thógáil idir tuismitheoirí agus múinteoirí ar mhaithe le foghlaim leanaí (cuairteanna ar an mbaile, rannpháirtíocht na dtuismitheoirí leis an scoil a spreagadh)

2 Obair le foireann na scoileanna chun comhpháirtíochtaí a fhorbairt / spreagadh le tuismitheoirí

An Clár Críochnaithe Scoile Tá an Clár Críochnaithe Scoile (CCS) dírithe ar dhaoine óga idir 4 agus 18 mbliana d’aois a d’fhéadfadh a bheith i mbaol luathfhágála scoile. Tá an CCS ailínithe go háirithe le scoileanna DEIS ach tá roinnt scoileanna nach scoileanna DEIS iad a bhaineann fóir as an tseirbhís freisin.

Is é is cuspóir don CCS ná raon idirghabhálacha agus tacaí a sholáthar, lena n-áirítear clubanna bricfeasta, cláir mheantóireachta, comhairleoireacht agus obair le tionscnaimh scoile cosúil le tacaí saoire.

Déanann an Fhoireann Comhordúcháin Náisiúnta maoirseacht ar an CCS agus cuireann monatóireacht agus tacaíocht ar fáil ar thionscadail áitiúla agus coinníonn súil ar phleananna coinneála atá limistéar-bhunaithe. Sa bhliain 2009 bhí 124 tionscadal áitiúil ag fostú 251 ball foirne tionscadail lánaimseartha agus 3,400 ball foirne séasúrach. Tá coiste bainistíochta ag gach ceann de na 124 tionscadal CCS le hionadaithe as measc príomhoidí scoile, TBSP, tuismitheoirí, pobail áitiúla, a dhéanann bainistiú ar threo an tionscadail, úsáid acmhainní agus ar an bplean leis an mbuiséad a úsáid.

Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil Oibríonn Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil, ón réamhscoil go dtí an tríú leibhéal, chun oideachas an Lucht siúil a chur chun cinn, a éascú agus tacú leis. Tá 40 Múinteoir Cuartaíochta don Lucht Siúil ann a oibríonn le foirne de 2-6 ball i 10 bhfoireann réigiúnacha. Oibríonn siad leis an Lucht Siúil, a dteaghlaigh agus le scoileanna agus ionaid oideachais ag féachaint le hoideachas comhtháite don lucht siúil a chur chun cinn.

2.2 Seirbhís Leasa Oideachais i 2009

Tá cúig fhoireann réigiúnacha ag an mBord Náisiúnta Leasa Oideachais, ar a bhfuil Bainisteoir Réigiúnach i gceannas. Stiúrann sé roinnt Oifigeach Sinsearach Leasa Oideachais, atá i gceannas ar fhoireann Oifigeach Leasa Oideachais (OLO).

Tá Oifigigh Leasa Oideachais bunaithe sna áiteanna is mó faoi mhíbhuntáiste agus díríonn siad ar na leanaí atá díbeartha ón scoil nó nach bhfuil spás scoile acu. Is cuid an-tábhachtach d’obair an Bhoird é an clár DEIS (Delivering Equality of Opportunity in Schools) de chuid na Roinne Oideachais agus Scileanna. Ceapadh an tionscnamh DEIS chun a chinntiú go mbaineann na scoileanna is mó faoi mhíbhuntáiste leas as réimse tacaíochtaí, agus go bhfuil tacaíocht ar fáil i scoileanna eile de réir líon na ndaltaí atá faoi mhíbhuntáiste iontu. Tugtar tosaíocht do leanaí atá ag freastal ar scoileanna DEIS, ar aon dul le polasaí na Roinne Oideachais agus Scileanna.

Cuireadh seirbhís leasa oideachais an Bhoird ar fáil ó 31 suíomh ar fud na tíre i 2009, agus bhí baint dhíreach ag 90 ball foirne le soláthar na seirbhíse. Tá údarás ag an mBord 109 duine a fhostú i láthair na huaire.

Bhí seacht bhfolúntas i 2009 mar thoradh ar an gcosc a chuir an Rialtas ar earcaíocht san earnáil phoiblí, lena n-áirithítear Bainisteoir Réigiúnach i gCathair Bhaile Átha Cliath, cúigear oifigeach leasa oideachais agus aon riarthóir amháin.

Cuireadh roinnt athruithe ar struchtúr geografach réigiúin na Seirbhíse Leasa Oideachais i bhfeidhm i Meán Fómhair 2009. Rinneadh na hathruithe seo tar éis díriú agus éifeachtacht soláthair sheirbhíse a chur faoi chaibidil don lucht bainistíochta agus ball foirne.




2.1 Cur Chuige Comhtháite i leith Freastail, Coinneála agus Rannpháirtíochta Scoile

Rinne an Roinn Oideachais agus Scileanna leathnú ar théarmaí tagartha an Bhoird Náisiúnta Leasa Oideachais i mí na Bealtaine 2009 i riocht is go mbeadh an Bord freagrach as aon chur chuige straitéiseach amháin a fhorbairt i leith freastail, coinneála agus rannpháirtíochta scoile, d’fhonn freastal ar riachtanais na leanaí atá i mbaol luathfhágála nó neamhfhreastail scoile.

Is cuid lárnach de na téarmaí tagartha nua seo seirbhís chomhtháite tacaíochta oideachais atá leanbh agus teaghlach láraithe, a úsáideann scileanna agus saineolas a fuarthas mar gheall ar obair Scéim Theagmhála Baile, Scoile agus an Phobail, an Chláir Chríochnaithe Scoile, Sheirbhís na Múinteoirí Cuartaíochta don Lucht Siúil, agus na Seirbhíse Leasa Oideachais.

Toisc go bhfuilimid ag cur scileanna agus láidreachtaí fhoirne na gceithre sheirbhís le chéile – chomh maith le múinteoirí ranga agus pearsanra eile bunaithe i scoileanna – táthar ag siúl go dtabharfaidh an cur chuige comhtháite nua seo cúnamh do leanaí, a bhfuil deacrachtaí ó thaobh neamhfhreastail scoile acu, foghlaim i slí níos éifeachtaí agus fanacht ar scoil ar feadh tréimhse níos faide.

Cuireadh tús le hobair chun na socruithe nua a fhorbairt i 2009. Cuireadh foireann chomhtháite bainistíochta ar bun, a chuimsíonn bainisteoirí réigiúnacha an BNLO agus comhordaitheoirí réigiúnacha an CCS agus na seirbhísí TBSP agus tá sí ag obair go héifeachtach ag leibhéal náisiúnta anois. Tá na ceithre sheirbhís ag obair ag leibhéal áitiúil chun na caidrimh oibre, atá láidir cheana féin, a threisiú tuilleadh (féach Alt 4.2 go háirithe).

Ceapadh sainchomhairleoir comhtháthaithe tionscadal tar éis próiseas soláthair phoiblí arb é a ról ná tionscadail a bhainistiú agus comhairle a thabhairt maidir le bainistíocht athraithe, chomh maith le saineolas a chur ar fáil ag gach céim pleanála, forbartha agus feidhmithe i dtaca le seirbhís chomhtháite a fhorbairt.

Tá an tionscadal comhtháthaithe faoi lánseol anois agus bainfear úsáid as saineolas an Bhoird, foirne gach seirbhíse agus na bpáirtithe leasmhara chun a chinntiú go gcloítear le saineolas, polasaí náisiúnta, agus taithí taighde agus seachadta seirbhísí le linn an chomhtháthaithe seo.

Is dul chun cinn suntasach í an tseirbhís chomhtháite nua, ag a bhfuil sé mar aidhm torthaí oideachasúla níos fearr a bhaint amach do gach leanbh. Nuair a bheidh an comhtháthú seo curtha i gcrích, beidh 800 ball foirne, a bhfuil scileanna comhlántacha acu, ó na ceithre sheirbhís, chomh maith le múinteoirí ranga agus pearsanra eile bunaithe i scoileanna, ag obair i gcomhar a chéile chun tacaíocht a chur ar fáil do leanaí agus teaghlaigh i leith freastail, rannpháirtíochta agus coinneála scoile.

Tugann na míreanna seo a leanas breac-chuntas ar na trí thionscnamh bhreise atá faoi chúram an Bhoird Náisiúnta Leasa Oideachais anois:

Scéim Theagmhála Baile, Scoile agus an PhobailIs straitéis choisctheach scoilbhunaithe í Scéim Theagmhála Baile, Scoile agus an Phobail (TBSP) atá dírithe ar dhaltaí go bhfuil seans ann nach

Acmhainn a Fhorbairt agus Seirbhís Leasa Oideachais ar Ardchaighdeán a Sholáthar

Sprioc 2




1.1 Treoirlínte maidir le Cóid Iompraíochta Scoile a Fhorbairt

Eisíodh foilseachán de chuid an Bhoird Náisiúnta Leasa Oideachais, Cód Iompair a Fhorbairt: Treoirlínte i gcomhair Scoileanna, chuig gach scoil mar chuid de straitéis an Bhoird chun freastal agus rannpháirtíocht scoile a chothú. Eisíodh na treoirlínte de réir Alt 23 den Acht Oideachais (Leas), 2000, a éilítear ar scoileanna cód a bheith acu atá ar fáil do dhaltaí agus tuismitheoirí.

Ní mór do gach scoil plean gníomhaíochta a chur le chéile i leith cód iompraíochta a chumadh nó athbhreithniú a dhéanamh air, chomh maith le frámaí ama a leagan amach chun an obair sin a chur i gcrích. I gcásanna eile, ba cheart do Bhoird Bhainistíochta a chinntiú go bhfuil Cód Iompraíochta, atá bunaithe ar na treoirlínte, i bhfeidhm chomh luath agus is féidir tar éis bhunú na scoile.

Lean Oifigigh Leasa Oideachais ar aghaidh lena gcuid oibre i 2009 chun cúnamh a thabhairt do scoileanna a gcóid iompraíochta a fhorbairt ar aon dul le treoirlínte an Bhoird Náisiúnta Leasa Oideachais.

Rinne an Bord forbairt ar sheicliosta maidir le Cóid Iompraíochta i 2009 d’fhonn is gur féidir le scoileanna seiceáil a dhéanamh ar a gCóid Iompraíochta, agus iad a chur i gcomparáid le dea-chleachtas.

Tá an seicliosta seo le fáil anois ar www.bnlo.ie. Tá sé le fáil mar cháipéis tagartha i bhformáid PDF inléite amháin, agus mar cháipéis Word is féidir leat líonadh isteach ar líne nó a íoslódáil.

1.2 Freastal agus Rannpháirtíocht a Chothú

Oibríonn Oifigigh Leasa Oideachais (OLO) i ngach scoil ar fud fad na tíre d’fhonn freastal scoile maith a chur chun cinn. Caithfidh scoileanna a ráiteas straitéise féin a chumadh chun freastal scoile a chothú de réir an dlí (de réir Alt 22 den Acht Oideachais (Leas), 2000).

Bronntar deimhnithe ar leanaí timpeall na tíre go rialta de bharr gur chuir siad

feabhas ar a bhfreastal scoile nó gur fhreastal siad ar scoil gan bhriseadh.

I mí Dheireadh Fómhair, bronnadh deimhnithe ar 67 dalta as Corcaigh de bharr 8 - 14 bliana freastal scoile gan bhriseadh. Bronnadh deimhnithe ar bheirt dalta den chéad scoth a d’fhreastal ar scoil ar feadh 14 bliana gan bhriseadh - ní raibh siad as láthair aon uair amháin nuair a bhí siad ar bhunscoil nó ar mheánscoil.

Cuirtear ócáid speisialta ar siúl i Halla Cathrach Chorcaí chun aitheantas a thabhairt do dhaltaí a d’fhreastal ar scoil ar feadh ocht mbliana nó ní ba mhó gan aon bhriseadh. Is ócáid bhliantúil í seo a cuireadh ar siúl don chéad uair ag tús an fichiú haois. Bíonn sí eagraithe ag an mBord Náisiúnta Leasa Oideachais anois, agus déanann Comhairle Cathrach Chorcaí urraíocht uirthi.

Bronnadh deimhnithe ar 1,400 dalta ar fud Chathair Chorcaí chomh maith mar gheall ar fhreastal scoile gan bhriseadh ar feadh 1-7 mbliana.

Sprioc 1

Beart a Ghlacadh chun Neamhfhreastal a Chosc


Ár Seirbhís

Díríonn an tAcht ar riachtanais leasa oideachais leanaí agus daoine óga i roinnt bealaí éagsúla:

• Tugann sé breac-chuntas ar theidlíocht oideachais gach linbh.

• Leagann sé amach go bhfuil oibleagáid dhlíthiúil ar leanaí freastal ar scoil ó 6 bliana d’aois go 16 bliana d’aois.

• Soiléiríonn sé róil agus freagrachtaí na dtuismitheoirí maidir le freastal, agus leagann sé amach socruithe chun freastal a mhonatóiriú agus a thuairisciú, eolas maidir le hoideachas an linbh a roinnt agus an dlí a chur i bhfeidhm.

• Bunaíonn sé an Bord Náisiúnta Leasa Oideachais ag a bhfuil cumhachtaí agus feidhmeanna chun na bearta freastail agus rannpháirtíochta atá beartaithe san Acht a chur i bhfeidhm.

• Déanann sé foráil don bhonn dlíthiúil le haghaidh comhoibrithe idir gníomhaireachtaí reachtúla a dhéanann obair chun a chinntiú go bhfaigheann gach leanbh oideachas.

• Leagann sé amach cearta agus dualgais na dtuismitheoirí a bhfuil a leanaí ag fáil oideachais taobh amuigh de na scoileanna aitheanta.

Tá feidhm reachtúil ag an mBord Náisiúnta Leasa Oideachais faoin Acht a chinntiú go bhfreastalaíonn gach leanbh ar scoil go rialta nó go bhfaigheann sé / sí oideachas ar chuma eile. Tá réimse feidhmeanna agus cumhachtaí ag an mBord maidir leis na míreanna seo a leanas:

• Leanaí nach bhfreastalaíonn ar scoil go rialta nó nach bhfuil áit scoile acu.

• Leanaí atá ag fáil oideachais taobh amuigh den scoil (mar shampla, sa bhaile).

• Cúnamh agus comhairle a thabhairt do thuismitheoirí.

• Cumhacht chun tuismitheoirí a ionchúiseamh; achomhairc maidir le rollú agus díbirt a chur isteach agus freastal orthu, agus cásanna a chur faoi bhráid Fheidhmeannacht na Seirbhíse Sláinte.

• Tacaíocht agus comhairle a thabhairt do scoileanna.

• Treoir a thabhairt do scoileanna maidir le cóid iompraíochta agus straitéisí freastail.

• Taighde maidir le freastal agus ceisteanna a bhaineann leis.

• Comhairle a chur ar fáil don Roinn Oideachais agus Scileanna.

Cuirfear tús le plean straitéiseach nua na heagraíochta, Every Child Counts, i 2010 (féach alt 1.1) agus bhí pleanáil agus ullmhú lena aghaidh mar chuid dár n-oibre le linn 2009. Ó bunaíodh an Bord Náisiúnta Leasa Oideachais i 2005, tá ár n-obair tar éis a bheith bunaithe ar spriocanna ár gcéad phlean straitéiseach, Is Fiú Gach Lá. Mar gheall air seo, déanann Tuarascáil Bhliantúil 2009 plé ar ghníomhaíochtaí an Bhoird faoi na ceannteidil a leagadh amach sa chéad phlean.

Sprioc 1. Beart a Ghlacadh chun Neamhfhreastal a Chosc.

Sprioc 2. Acmhainn a Fhorbairt agus Seirbhís Leasa Oideachais ar Ardchaighdeán a Sholáthar.

Sprioc 3. Cleachtaí Idirghníomhaireachta agus Comhoibríocha Oibre a Fhorbairt.

Sprioc 4. Polasaí agus Cleachtas Fianaisebhunaithe a Fhorbairt.

Sprioc 5. Eagraíocht Foghlama a Thógáil.

Chruthaigh an tAcht Oideachais (Leas), 2000 aon chreatlach chuimsitheach náisiúnta amháin chun tacú le freastal rialta ar scoil agus rannpháirtíocht san oideachas. Baineann sé le gach leanbh agus duine óg atá ina gcónaí sa Stát, mar aon le leanaí atá ag freastal ar scoil rialaithe ag an Stát; leanaí atá ag fáil a n-oideachais in áit éigin eile (sa bhaile, mar shampla) agus daoine óga atá idir 16 agus 17 mbliana d’aois a fhágann scoil agus a théann isteach ar fhostaíocht.



Cathal Flynn, Uasal Cathaoirleach, BNLO

Ruairi Gogan, Uasal**An Roinn Dlí agus Cirt agus Athchóirithe Dlí

Marie-Claire McAleer, Uasal Crann Taca Deonach agus Pobail

Nuala Doherty, Uasal* An Phríomhfheidhmeannach Gníomhach, BNLO

Sonja Croke, UasalOifigeach Leasa Oideachais, BNLO

Pat McSitric, UasalAn Roinn Oideachais agus Scileanna

Catherine Hazlett, Uasal An Roinn Gnóthaí Pobail, Comhionannais agus Gaeltachta

An tSiúr Eileen Randles Uasal Eagraíochtaí Bainistíochta Scoile

Aine Lynch, UasalAn Chomhairle Náisiúnta Tuismitheoirí (Bunbhrainse)

Billy Sheehan, UasalCumann Múinteoirí Éireann

Fionnuala Anderson, UasalFÁS

Michele Clear, Uasal***Feidhmeannacht na Seirbhíse Sláinte

Declan Dunne, UasalPáirtíocht Bhaile Munna

Rinne an tAire Oideachais agus Eolaíochta na ceapacháin nua seo chuig Bord an BNLO

*Ceaptha i Meitheamh 2010, i gcomharba ar an Uasal Eddie Ward

**Ceaptha i mí na Nollaig 2008, i gcomharba ar an Uasal Brendan Callaghan

***Ceaptha i mí Eanáir 2009, i gcomharba ar an Uasal Seamus Moore

An Bord Athbhreithniú an Phríomhfheidhmeannaigh Ghníomhaigh

Tá an Bord tar éis an-dul chun cinn a dhéanamh maidir le heagraíocht a thógáil atá tiomanta do ghníomhartha éagsúla a chur i bhfeidhm chun freastal agus rannpháirtíocht scoile a fheabhsú.

Tá infreastruchtúr le haghaidh na Seirbhíse Leasa Oideachais i bhfeidhm ar fud na tíre. Tá foirne ag feidhmiú i 31 oifig agus tá seirbhís bhunúsach ar a laghad ar fáil i ngach contae, agus tá níos mó seirbhísí ar fáil i limistéir faoi mhíbhuntáiste ina bhfuil na fadhbanna is mó neamhfhreastail scoile.

Oibríonn an tseirbhís le thart ar 8,000 leanbh gach bliain a bhfuil deacrachtaí tromchúiseacha neamhfhreastail scoile acu. Glacadh beart chun feasacht phoiblí ar fhreastal a fheabhsú; tá sonraí náisiúnta maidir le freastal á mbailiú agus á n-anailísiú i láthair na huaire; tá feabhas á chur ar shaineolas chun dul i ngleic le neamhfhreastail scoile de réir a chéile; agus tá comhpháirtíochtaí comhoibríocha á gcur ar bun.

Is é an dúshlán atá amach roimh phlean straitéiseach an Bhoird Every Child Counts ná na buanna seo a dhaingniú, taithí ón obair eile a rinneadh a chur i bhfeidhm agus tabhairt faoi aon dúshlán nó deis nua.

Is údar imní é an bhearna idir acmhainní atá ag teastáil chun dualgais an Bhoird a chomhlíonadh agus na hacmhainní atá le fáil faoi láthair. Tá ar an mBord sainaithint a dhéanamh ar thosaíochtaí i leith acmhainní a úsáid agus tá siad mar bhonn agus thaca ag an straitéis nua seo.

Mar chuid lárnach de straitéis an Bhoird, ní mór dúinn cáilíocht ár gcuid oibre a fheabhsú, monatóireacht a dhéanamh ar a críochnúlacht, níos mó béime a chur ar thorthaí do leanaí agus teaghlaigh a mheasúnú agus a thuiscint gur iad na leanaí féin an chuid is tábhachtaí dár gcuid oibre.

Rinneadh forbairt ar bhealach nua oibre i 2009 (féach alt 4.2) i gcomhar leis an bhfoireann agus sainchomhairleoirí eachtracha chun an próiseas idirghabhála a chaighdeánú agus chun díriú ar luath-idirghabháil. Rinneadh forbairt ar threoirlínte oibríochtúla i gcomhar leis an bhfoireann agus cuireadh treoirscéim ar siúl ag sé suíomh.

Bhíomar in ann comhoibriú le scoileanna agus le comhghleacaithe i seirbhísí tacaíochta oideachais eile a threisiú de bharr na samhla nua maidir le hobair le leanaí agus teaghlaigh leochaileacha. Is athrú mór é seo toisc nár díríodh ach ar amhshonraí freastail sular cuireadh an tsamhail nua seo i bhfeidhm.

Bhí an bealach nua oibre forbartha (críochnaíodh an treoirscéim i mBealtaine 2009) sular fhógair an tAire Seán Haughey go gcomhtháthófaí an Scéim Theagmhála Baile, Scoile agus an Phobail, an Clár Críochnaithe Scoile agus Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil (féach alt 2.1) faoin mBord. Is féidir linn an taithí a fuarthas le linn na treoirscéime a úsáid anois chun tús maith a chur leis an obair chun freagairt níos comhtháite ar neamhfhreastal, coinneáil agus rannpháirtíocht scoile a fhorbairt.

Tá sé níos tábhachtaí agus níos práinní anois de bharr na timpeallachta eacnamaíche agus mar thoradh air sin an moratóir ar earcaíocht san earnáil phoiblí go gcríochnaíonn daoine óga scoil. Tugann téarmaí tagartha nua an Bhoird deis chun féidearthachtaí nua a chur faoi chaibidil d’fhonn dul i ngleic le bacainní oideachasúla.

Ba mhaith liom an deis seo a thapú chun mo bhuíochas a ghabháil le Eddie Ward as ucht a chuid oibre mar Phríomhoifigeach Feidhmiúcháin an Bhoird Náisiúnta Leasa Oideachais. Cuirfidh an Bord tús le próiseas chun Príomhoifigeach Feidhmiúcháin nua a earcú go luath. Idir an dá linn, ceapadh mar Phríomhoifigeach Gníomhach Feidhmiúcháin mé.

Is mian liom mo bhuíochas a ghabháil chomh maith le Bord agus foireann an Bhoird Náisiúnta Leasa Oideachais as ucht a gcuid tacaíochta agus díograise. Is de bharr bhur n-oibre ar son an Achta Oideachais (Leas), 2000 go bhfuilimid ag déanamh dul chun cinn i dtreo ár gcuspóra go mbeidh gach leanbh in ann taitneamh a bhaint as a saol, a chumas a aithint agus páirt fhiúntach a ghlacach le linn a shaoil ar mhaithe le leas geilleagrach, sóisialta, agus cultúrtha na tíre.

Nuala Doherty Príomhfheidhmeannach Gníomhach

Tá an Bord Náisiúnta Leasa Oideachais tar éis tuiscint mhaith a fhorbairt ar a dhualgais éagsúla agus ilghnéitheacha ó bunaíodh é, go háirithe an dualgas atá ar an mBord a chinntiú go bhfreastalaíonn gach leanbh ar scoil go rialta nó go bhfaigheann sé / sí oideachas ar chuma eile.



D’fhonn dul i ngleic leis an ngéarchéim gheilleagrach seo, chuir an Rialtas cosc le hearcaíocht agus ardú céime sa státseirbhís agus sa tseirbhís phoiblí ar 27 Márta 2009. Measadh go raibh na srianta seo riachtanach de bharr go raibh coigiltí i bpá na seirbhíse poiblí ag teastáil chun caiteachas poiblí a chur faoi smacht.

In ainneoin na ndeacrachtaí uile, bhí an t-éileamh céanna ar sheirbhísí an Bhoird Náisiúnta Leasa Oideachais i riocht is go raibh méadú dífhostaíochta agus bochtanais ag dul i bhfeidhm ar theaghlaigh.

Chuir an Rialtas todhchaí an Bhoird faoi chaibidil agus, d’fhógair Seán Haughey TD go mbeadh an Bord ag forbairt aon chur chuige straitéiseach amháin chun freastal ar riachtanais na leanaí a d’fhéadfadh a bheith i mbaol luathfhágála nó neamhfhreastail scoile, agus leas a bhaint as scileanna, saineolas agus taithí ár gceithre sheirbhís (Scéim Theagmhála Baile, Scoile agus an Phobail, an Clár Críochnaithe Scoile, Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil agus an tSeirbhís Leasa Oideachais) chun seirbhís chomhtháite nua tacaíochta oideachais a chur ar bun.

Is mian linn láidreachtaí agus scileanna ar leith de chuid fhoirne na gceithre sheirbhís a chur le chéile – chomh maith le múinteoirí ranga agus pearsanra eile bunaithe i scoileanna – agus iad go léir a bheith ag obair i gcomhar a chéile chun tacaíocht chomhsheasmhach oideachais a chur ar fáil do leanaí agus teaghlaigh maidir le freastal, rannpháirtíocht agus luath-idirghabháil.

Cuireann sé áthas orm a rá go bhfuil an obair seo chun na seirbhísí a chomhtháthú faoi lánseol i láthair na huaire agus nuair a bheidh an tionscadal seo curtha i gcrích, táthar ag súil go mbeimid in ann leas a bhaint as na hacmhainní agus saineolas atá ann i ngach ceann de na ceithre sheirbhís chun foireann túslíne a chur ar a cumas torthaí níos fearr a bhaint amach ar mhaithe le leanaí, teaghlaigh agus scoileanna.

Tá na cúiseanna le neamhfhreastal scoile casta agus dúshlánach. Leagann léargais a fuarthas mar gheall ar obair an Bhoird go dtí seo béim ar thábhacht cur chuige comhoibríoch agus comhtháite chun fadhbanna neamhfhreastail scoile a réiteach.

Foilsíodh dara plean straitéiseach an Bhoird Náisiúnta Leasa Oideachais go déanach sa bhliain 2009, Every Child Counts, 2010-2011. Is é gealltanas an Bhoird teidlíocht oideachais gach linbh a áirithiú, agus tá sé seo lárnach den straitéis Every Child Counts. Leagann an straitéis béim ar fhorbairt chleachtais, úsáid éifeachtúil acmhainní, agus comhpháirtíochtaí a chothú le seirbhísí oideachais agus eagraíochtaí eile d’fhonn cosc a chur ar neamhfhreastal scoile agus chun dul i ngleic leis.

Is léir go bhfuil sé in amhras go mbeidh an Bord in ann a chuid dualgas a chomhlíonadh mar gheall ar an timpeallacht eacnamaíoch faoi láthair. Déanfar athbhreithniú ar an straitéis Every Child Counts ar bhonn rialta chun na cúinsí a mheas ionas go mbeidh an Bord in ann acmhainní a phleanáil agus a bhainistiú.

Mar chríoch, ba mhaith liom m’fhíorbhuíochas a ghabháil le foireann an Bhoird as ucht a gcuid tacaíochta chun aidhm an Bhoird Náisiúnta Leasa Oideachais a bhaint amach. Cuirim fáilte ó chroí roimh ár gcomhghleacaithe nua in oideachas - comhordaitheoirí Scéim Theagmhála Baile, Scoile agus an Phobail, foireann an Chláir Críochnaithe Scoile, agus Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil - táim ag súil go mór le bheith ag obair libh sna blianta amach romhainn.

Cathal Flynn Cathaoirleach

Ráiteas an Chathaoirligh

Chuir an bhliain 2009 dúshláin fúinne uile. Chonaiceamar na cúinsí geilleagracha ní ba dheacraí in Éirinn le fiche nó tríocha bliain anuas, mar aon le brú gan fasach ar an airgeadas poiblí.


Feidhm

Bunaíodh an Bord Náisiúnta Leasa Oideachais (BNLO) sa bhliain 2002 agus tá feidhm reachtúil aige chun a chinntiú go bhfreastalaíonn gach leanbh ar scoil nó go bhfaigheann sé / sí oideachas ar chuma eile. Tá ról ag an mBord leanaí nach mbíonn ag freastal ar scoil ar bhonn rialta a fhiosrú, agus nuair atá imní faoi leas oideachais an linbh go háirithe.

Tá an Bord freagrach as leanaí atá á dteagasc taobh amuigh den scoil (mar shampla, sa bhaile) agus as daoine 16-17 mbliana d’aois a fhágann scoil agus a théann isteach ar fhostaíocht.

Ní mór don Bhord a áirithiú, chomh maith, go bhfuil gach leanbh atá á theagasc taobh amuigh de scoil aitheanta (sa bhaile nó i scoil phríobháideach, mar shampla) cláraithe leis an mBord Náisiúnta Leasa Oideachais.

Tá an Bord ceaptha ag an Aire Oideachais agus Scileanna agus i measc na mball tá múinteoirí, bainistíocht scoileanna, tuismitheoirí, gníomhaireachtaí, seirbhísí a dhéanann obair ar son daoine óga agus ranna bainteacha an Rialtais.

D’fhógair an tAire Stáit ag an Roinn Oideachais agus Scileanna, Seán Haughey TD, go gcomhtháthófaí an Scéim Theagmhála Baile, Scoile agus an Phobail, an Clár Críochnaithe Scoile agus Seirbhís na Múinteoirí Cuartaíochta don Lucht Siúil faoin mBord Náisiúnta Leasa Oideachais ó 1 Meán Fómhair 2009 ar aghaidh. Tá sé mar aidhm ag an mBord aon chur chuige straitéiseach amháin a fhorbairt a thógann go cothrom ar láidreachtaí gach seirbhíse - mar aon leis an tSeirbhís Náisiúnta Leasa Oideachais - chun tabhairt faoi fhreastal, rannpháirtíocht agus coinneáil scoile.

Sainchúram Reachtúil

Cuireadh an Bord ar bun faoin Acht Oideachais (Leas), 2000. Is píosa reachtaíochta forásach é an tAcht a chuireann an bhéim ar fhreastal scoile a chur chun tosaigh. Díríonn an Bord ar na fadhbanna is cúis le neamhfhreastal scoile an linbh nó an duine óig agus tugann sé tacaíocht do thionscnaimh idirghníomhaireachta a spreagann lánfhreastal. De réir an Achta, ní mór don Bhord Náisiúnta Leasa Oideachais triail a bhaint as gach cineál idirghabhála leasa sula bpléifí caingean dlí i gcoinne na dtuismitheoirí nach bhfuil ag comhlíonadh a gcuid dualgas chun a chinntiú go bhfuil a leanaí ag freastal ar scoil go rialta.

Leagann an tAcht Oideachais (Leas), 2000 amach creatlach chuimsitheach d’fhonn freastal rialta ar scoil a chur chun tosaigh, chomh maith le tabhairt faoin bhfadhb neamhfhreastail agus luathfhágála scoile. Leagann an tAcht amach an chreatlach reachtach chomh maith i leith fhreagracht an Bhoird as cur chuige comhtháite agus straitéiseach i dtaca le freastal, coinneáil agus rannpháirtíocht a fhorbairt; bunaithe ar obair agus taithí Sheirbhís na Múinteoirí Cuartaíochta don Lucht Siúil, Scéim Theagmhála Baile, Scoile agus an Phobail, an Chláir Chríochnaithe Scoile agus na Seirbhíse Leasa Oideachais.

Bunchuspóir

Is é an bunchuspóir atá ag an mBord Náisiúnta Leasa Oideachais rannpháirtíocht na leanaí agus na ndaoine óga san oideachas a uasmhéadú. D’fhonn an bunchuspóir sin a bhaint amach, tá ar an mBord a chinntiú go bhfuil gach leanbh ag freastal ar scoil, nó ag fáil oideachas oiriúnach ar chuma eile.

Fís do Leanaí

Is í fís an Bhoird Náisiúnta Leasa Oideachais tír ina bhfaigheann gach leanbh oideachas, ionas go mbeidh siad in ann taitneamh a bhaint as a saol, a gcumas a aithint agus páirt fhiúntach a ghlacach le linn a saoil ar mhaithe le leas geilleagrach, sóisialta, agus cultúrtha na tíre.

Forbhreathnú ar an mBord Náisiúnta Leasa Oideachais

02Forbhreathnú ar an mBord Náisiúnta Leasa Oideachais

03Ráiteas an Chathaoirligh

04Athbhreithniú an Phríomhfheidhmeannaigh Ghníomhaigh

05An Bord

06Athbhreithniú ar 200907 Ár Seirbhís07 Beart a Ghlacadh chun Neamhfhreastal a Chosc08 Acmhainn a Fhorbairt agus Seirbhís Leasa Oideachais ar Ardchaighdeán a Sholáthar16 Cleachtaí Idirghníomhaireachta agus Comhoibríocha Oibre a Fhorbairt18 Polasaí agus Cleachtas Fianaisebhunaithe a Fhorbairt21 Faisnéis Eagraíochtúil21 Eagraíocht Foghlama a Thógáil

24Tuarascáil agus Ráitis Airgeadais an BNLO

Clár Ábhair

annual report web - tusla · annual report 2009 3. chief executive oﬃcer’s review to date, ......

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