Written Answers Nos. 594-613
594. Deputy Grace Boland asked the Minister for Education to provide an update on the progress her Department has made to progress the new school building for a school (details supplied); and if she will make a statement on the matter. [1197/25]
View answerThe Campus project to which the Deputy refers has been devolved for delivery to CEIST.
The project is currently at Stage 2b of the architectural planning design process. This stage of the process allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. The planning application was submitted to Fingal County Council in August 2024.
As soon as planning permission is finalised, the design team will complete the stage 2b report for submission to the Department. As soon as this report is received, reviewed, and approved, the project will progress to tender stage and onwards to construction in due course.
The timeframe for the construction of the project will not be known until the design stages have been completed and planning permission secured.
CEIST, as the delivery body will continue to engage directly with the school community to keep it fully informed of progress.
595. Deputy Grace Boland asked the Minister for Education to provide an update on the progress her Department has made on the new building for a school (details supplied); and if she will make a statement on the matter. [1198/25]
View answerThe major project referred to by the Deputy is at Architectural Planning Stage 3 – Tender Action and Award. The project brief is for a 32 classroom school with 2 classrooms for children with special educational needs and all ancillary accommodation.
A tender report was received by Department Officials in 2023, in the course of the review it was noted that the planning permission was due to expire in early December 2023 and a new planning permission was required.
The design team held a preplanning meeting with Fingal County Council in March 2024 to discuss the planning requirements that are in place currently. The design team are working through the items raised to ensure that all requirements will be met prior to submitting the new planning permission application.
The large scale capital project remains a priority for delivery and my department officials will be in contact with the school authority as soon as there any further developments regarding the project.
596. Deputy Grace Boland asked the Minister for Education to provide an update on the progress her Department has made on the new building for a school (details supplied); and if she will make a statement on the matter. [1199/25]
View answerThe major building project for the school referred to by the Deputy is currently at Stage 3, Tender Action & Award.
The brief for this project is the development of a new 17 classroom school with accommodation for pupils with special educational needs, and the demolition of the existing buildings at the current school site.
The Design Team have recently submitted the tender report to my Department for review.
The large-scale capital project remains a priority for delivery and Department Officials will be in contact with the Design Team and School Authority on completion of the review.
597. Deputy Grace Boland asked the Minister for Education if she can engage with the school transport section to help liaise with Bus Éireann to re-locate the Ballyboughal school bus stop as the community considers the current location unsafe; and if she will make a statement on the matter. [1200/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Temporary Alleviation Measures (TAMS) at post primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post primary pupils who are eligible for transport to their nearest school, are attending their second nearest school and who applied and paid on time.
Bus Éireann has advised that pupils home addresses in the Ballyboughal area would determine their eligibility to Lusk Community College. In general pupils residing in this area are not eligible for transport as they reside nearer to another post primary centre.
Bus Éireann has also confirmed that currently there is one mainstream service which is a 53 seat vehicle operating to the school in question and the nearest pick-up point is approximately 3.6km from where these pupils reside. This service accommodates mainstream eligible pupils, temporary alleviation measure pupils and mainstream concessionary pupils on board.
Bus Éireann Local Area Inspector has reviewed the existing pick-up point and has deemed this pick-up point as safe. Regarding the existing pick-up point, the road is not considered to be any more dangerous than other approach roads to pick-up points in use throughout the country.
There is an onus of responsibility on parents/guardians to arrange to bring their children to and from the pick-up point of a school bus service, taking whatever safety precautions they consider sufficient in doing so, and accompanying the children to ensure their safety and allay any concern, if necessary.
It is not possible to extend the service to Ballyboughal due to time constraints as this service also operates a mainstream primary school transport service with the same vehicle.
598. Deputy Cian O'Callaghan asked the Minister for Education what supports exist for children who use braille in schools; if there are plans to increase support for children using braille; the number of teachers who have completed the necessary qualifications to teach braille; and if she will make a statement on the matter. [1269/25]
View answerThe Department of Education provides an extensive range of supports to assist pupils who are Blind or who have a Visual Impairment. The Department's policy, which is provided for under Section 2 of the Education of Persons with Special Needs Act 2004, aims to ensure all children with special educational needs access appropriate education intervention in mainstream settings where possible.
Many pupils who have visual impairment are in mainstream classes at primary and post-primary level with additional supports such as additional Special Education Teachers and Special Needs Assistant (SNA) support being provided. Other children who have visual impairment may attend special schools or classes, for which lower pupil teacher ratios are provided. Schools are advised to provide the highest levels of additional teaching support for those pupils which have the highest levels of need, including pupils who may have severe levels of visual impairment. In 2023/24 there were approximately 76 students in the school system that were braille users. Of these 76 students, approximately 25 were partial Braille users or dual-users of Braille and Text.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service for the visually impaired forms part of the NCSE support service for schools, and visiting teachers are now recruited, deployed and managed by the NCSE.
Currently there are 16 full time Visiting teachers posts and two NCSE- Associates allocated across the NCSE. The Visiting teachers are supported by teams of professionals and agencies such as ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff. The NCSE-Associates are experienced VTBVI who work as part-time associates with the NCSE.
Each visiting teacher operates in a particular region and manages a caseload of students. The visiting teacher supports children/young people, parents, guardians, teachers and other professionals involved with the child. Each visiting teacher works in partnership with parents to provide advice, and offer guidance, in matters pertaining to the child’s education and overall development. The frequency and nature of support takes into account a range of factors based on the individual’s needs.
Visiting teachers are qualified teachers with particular skills and knowledge on the development and education of children with varying degrees of visual impairment. They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education. They help children to develop tactile and sensory skills and give advice on self-help and other skills needed for independent living. Visiting Teachers will also discuss and demonstrate the management of assistive technologies for children who are blind/visually impaired. In the case of any technical issues with a student's assistive technology, the school can look to the Visiting Teacher and the suppliers of the equipment for support. Many of the Visiting Teachers are proficient in the teaching of Braille and the NCSE also have an induction programme in place for new Visiting Teachers to learn Braille and to upskill in this area.
Each year the NCSE funds teachers of children who are Blind/Visually Impaired to undertake specialist training in the form of a post-graduate or master’s programme in the UK. In 2023/2024 3 teachers undertook training in the UK. The NCSE are also funding three teachers to undertake this training in 2024/25. The NCSE also fund appropriate shorter courses for teachers in mainstream and special schools who wish to upskill in Braille. More information here: ncse.ie/tpl-funding
The Department of Education also provides funding annually to Child Vision’s Reading Services, formerly National Braille Production, to provide all students with a registered visual impairment with transcriptions of educational material for primary and secondary schools, in both mainstream and special schools in Ireland.
Child Vision Reading Services facilitates the supply of textbooks in Braille (including BRF digital braille files), Large Print, Digital (EPUB/DAISY), Text-only (for use with braille displays and screen readers) and 3D Printed Objects. The service is demand-driven and free to all children with a registered visual impairment in the Republic of Ireland. It also supports a library service that includes a children’s library for leisure books in the above-mentioned formats and a resource library with books and journals on visual impairment and multiple disabilities which is available to parents, teachers and other members of the community.
Funding is also available to schools for specialised equipment for pupils who have visual impairment, under Circular 0010/2013, including Braille Equipment and Braille Keyboard
It is my priority that all of the resources and supports for children who are braille users are provided when they are needed, and we will continue to engage with NCSE and the relevant stakeholders on the provision of these supports.
599. Deputy Cian O'Callaghan asked the Minister for Education if the catchment area of a school can extend past the border of its school planning area; if she will consider amending a school planning area (details supplied) in order to include a number of new estates that form part of the existing communities in that area; and if she will make a statement on the matter. [1270/25]
View answerUnder the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the board of management on behalf of the school patron. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The Education (Admission to Schools) Act 2018 requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. The department does not intervene in the criteria set by a school.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of small areas in census 2011, these feeder areas were amended to align with census small areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, census small areas and other local conditions.
The question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron and my department does not seek to intervene in decisions made by schools in such matters. It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. In the majority of cases the Boards of Management of schools do not use school planning area boundaries as part of their admissions policies.
In cases were new schools were established to serve a school planning area and the schools uses the school planning area as a criteria on their admissions policy, officials in my department can discuss amendments to this policy with the school, in the context of new residential areas and sustainable transport to schools with the aim for schools to better serve local sustainable communities.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a board of management of a school, or a person acting on behalf of the board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my department's website https://www.gov.ie/education. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
600. Deputy Paul Murphy asked the Minister for Education to guarantee an immediate implementation of pensions for school secretaries and caretakers (details supplied); and if she will make a statement on the matter. [1271/25]
View answerSchool secretaries are valued members of our school communities and my Department is fully aware and appreciative of the vitally important role played by them in the running of our schools.
As you are aware, secretaries were offered new terms and conditions of employment under Circular 36/2022 for improved salary and leave entitlements following a WRC agreement. The Agreement however did not grant school secretaries with public servant status and therefore this cohort does not have access to the Single Public Service Pension Scheme.
The school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the Department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source.
Should secretaries wish to avail of this option, they can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
The Department is committed to ensuring that school caretakes will be afforded the opportunity to avail a similar package offered to school secretaries of revised salary and annual leave entitlements in the near future.
At present, work is ongoing to review the results of a compressive survey which will enable my officials to confirm their understanding of the current working patters as well as terms and conditions of work for school caretakers, and once schools have returned their replies, the Department will then be in a position to progress this claim further.
The Department are actively in communication with Fórsa on this important issue and regular bilateral meetings are occurring. Matter discussed have contributed to a clearer understanding of the differences in existing terms and conditions of caretakers to secretaries and have been helpful in forming and developing the survey.
In the normal course, there are ongoing discussions with the public service unions on matters relating to pay agreements as well as general terms and conditions of employment. Any changes to the terms and conditions agreed under 0036/2022 can occur only under those processes and any such proposals would need to be considered in detail by the Department, the Department of Public Expenditure, NDP Delivery and Reform and the relevant unions.
601. Deputy Eoghan Kenny asked the Minister for Education for a list of all primary schools located in Cork north central, in tabular form; and if she will make a statement on the matter. [1276/25]
View answer602. Deputy Eoghan Kenny asked the Minister for Education for a list of all secondary schools located in Cork north central, in tabular form; and if she will make a statement on the matter. [1277/25]
View answer603. Deputy Eoghan Kenny asked the Minister for Education for a list of all special education schools located in Cork north central, in tabular form; and if she will make a statement on the matter. [1278/25]
View answerPlease find attached requested data, primary, post-primary and special schools located in the Dail Constituency of Cork North Central.
The data was collated from the relevant primary and post-primary school lists which can be found at the link below.
www.gov.ie/en/collection/63363b-data-on-individual-schools/
604. Deputy Jennifer Whitmore asked the Minister for Education if there are plans to introduce funding streams or grants, of approximately €50,000, for schools for medium-to-large-scale projects, such as the development of new playgrounds; and if she will make a statement on the matter. [1302/25]
View answer605. Deputy Jennifer Whitmore asked the Minister for Education if there are plans to introduce funding streams or grants, of approximately €50,000, for the development of new playgrounds on school grounds; and if she will make a statement on the matter. [1303/25]
View answerAs the Deputy may be aware, funding is already provided for the development of playgrounds in existing schools by my Department under the guise of the Summer Works Scheme (SWS). The purpose of the SWS is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for a number of categories which could include the provision or upgrade of play areas.
My Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning for 2025 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
606. Deputy Eoin Ó Broin asked the Minister for Education regarding her Department’s direction for the relocation of a primary school (details supplied), if there has been engagement with the relevant local authority in relation to provision of school traffic wardens on the routes surrounding the two locations; if not, if this will be undertaken to ensure safety for pupils on their way to and from school given the area is regularly busy and often congested; and if she will make a statement on the matter. [1307/25]
View answerMy Department are working closely with Educate Together and Lucan East ETNS in relation to the school’s relocation to a new school located at Thomas Omer Way, Kishoge, Lucan.
The design for the school site factors in a controlled pedestrian crossing, footpaths, pedestrian walkways, and cycle tracks to support and facilitate active travel arrangements. In relation to vehicular access, all vehicles will access the site via a new junction arrangement on the Thomas Omer Way which will involve a dedicated right hand turn lane. The site also contains a turning circle. There are also set down areas allocated within the site which are suited for car and bus set down.
The issue raised in relation to a traffic warden comes within the remit of South Dublin County Council (SDCC). However, my Department will support any application made by the school to SDCC for a traffic warden at the new location and have contacted SDCC outlining the Department’s support for such an application. SDCC have advised the Department that an assessment of the location of the new school will be carried out in early 2025 with a view to establishing if there is need for, and if there is a suitable location for an assisted crossing.
607. Deputy Eoin Ó Broin asked the Minister for Education regarding her Department’s direction for the relocation of a primary school (details supplied), if there has been any engagement with public transport operators in relation to ensuring transport routes include the road on which the new school is situated; if not, if this will be undertaken to ensure the school is directly accessible by public transport; and if she will make a statement on the matter. [1308/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes daily to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. his figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
School Transport Section has advised Bus Éireann of the change of address for the school referred to by the Deputy. Following the move, all pupils currently travelling on school transport will be transported to the new school location. School transport applications made for the 2025/26 school year will relate to the permanent school location to ensure eligibility for all pupils is assessed correctly.
Parents of children wishing to avail of school transport services for the first time are required to apply on-line to Bus Éireann’s website at https://www.buseireann.ie/apply-pay-for-school-transport
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
608. Deputy Thomas Gould asked the Minister for Education if she will provide an update on the development of a new school site to accommodate two schools (details supplied); when the new schools will be operational; and if she will make a statement on the matter. [1332/25]
View answerSince 2020, my department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.?
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure.? The impact of this will be felt in communities right around the country.
The permanent school building project referred to by the Deputy will provide a new 1,000 pupil post primary school and accommodation, including 6 classrooms, for children with special educational needs and a new 8 classroom primary school and accommodation, including 2 classrooms, for children with special educational needs.
It is intended that the project will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The ADAPT 4 Programme will be led by Integrated Project Teams (IPT’s), consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects. AECOM as the Programme Manager are overseeing the procurement and appointment of the IPT’s. A 2-stage procurement process for the IPT appointment is ongoing with Stage 1 complete and Stage 2 underway.
It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will keep the schools and patron body informed of the progression of this shared educational campus and will continue to liaise in relation to interim accommodation pending delivery of the permanent accommodation for the school.
609. Deputy Thomas Gould asked the Minister for Education the reason funding has yet to be provided to a school (details supplied) to provide ASD classes; and if she will make a statement on the matter. [1333/25]
View answerI can confirm to the Deputy that an application was received in April 2021 from the school in question for three Special Classes under the Additional School Accommodation Scheme.
The purpose of the Department’s Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
In 2021 the department’s Technical team carried out an in-depth review of the school site given the site is restricted. The review confirmed that the school and the site are at maximum capacity and that it would not be possible to provide the required accommodation on site unless vast amounts of existing single storey accommodation was to be demolished and replaced with two storey accommodation. At that time, considering all the relevant impediments to deliver the brief of accommodation and the site constraints, the department was not in a position to provide funding for the significant demolition of the school building. In light of this, officials in the department contacted the NCSE to advise them of same and to establish the special classes in other schools in the area.
Subsequently, funding was approved under the ASA Scheme in June 2022 for the replacement of a dilapidated prefab on site with one Modular Unit to accommodate 4 Special education teachers.
I can advise the Deputy that the National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
The provision of education for children with special needs is an ongoing priority for government. The numbers of special classes, special education teachers and special needs assistants (SNAs) are at unprecedented levels. Almost 1,700 classes have been sanctioned by the NCSE in the last 5 years, 11 new special schools have been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,336.
The NCSE continue to assess what additional provision is required for the 2025/26 school year in local areas and what schools have capacity to accommodate required provision. The NCSE will progress the sanctioning of new special classes over the coming weeks and will advise parents in turn on the location of new special classes.
Furthermore I am pleased to advise the Deputy that another school in the Ballincollig School Planning area has been identified as having suitable capacity to accommodate special education classrooms required for the area and a proposed accommodation brief has been sent to that school for their consideration.
610. Deputy Thomas Gould asked the Minister for Education the measures being taken to ensure a special school place for 2025-2026 for a child (details supplied). [1334/25]
View answerEnabling children with special educational needs to receive an education is a priority for government. Thanks to considerable investment in special education in recent years the vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
The NCSE has advised my department that the local special educational needs organiser (SENO) has been in ongoing communication with the student’s parent in relation to securing a special school placement and remain available to the family to provide any further support and assistance required.
A total of 120 SENOs now operate nationwide, 18 of these are operating solely in County Cork. SENOs play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. These visits are key in terms of forward planning for the 2025/26 school year. The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. They will advise on the location of new special classes for the 2025/26 school year in the coming months.
Almost 1,700 classes have been sanctioned by the NCSE in the last 5 years, 11 new special schools have been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,336.
563 of these classes are in County Cork, 66 are new for the 2024/25 school year, 43 at primary level and 23 at post-primary level. Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
611. Deputy Thomas Gould asked the Minister for Education if capital funding will be provided to a school (details supplied) to provide ASD classes; and if she will make a statement on the matter. [1335/25]
View answerI can confirm to the Deputy that my department is in receipt of an Additional Schools' Accommodation (ASA) application from the school in question.
The main focus of the Department’s capital funding over the last decade and for the coming period is on the provision of critical additional capacity to cater for increasing demographics and children with special education needs.
The provision of education for children with special needs is an ongoing priority for government. The numbers of special classes, special education teachers and special needs assistants (SNAs) are at unprecedented levels.
In 2024, the department spent over €2.7 billion on special education and further progress will be made in 2025 as an additional €159 million has been dedicated to providing supports for children with special educational needs.
Over a quarter of the entire education budget has been dedicated to special education in recent years.
The main supports this funding provides for are special classes, SNAs and special education teachers.
The NCSE has advised that there are 3,336 special classes in operation nationwide for this school year. These classes can provide for over 21,000 students. 408 of these are new for the current school year – 289 at primary and 119 at post-primary level.
Of the 124 special schools nationwide, 4 special schools have been established for this school year and further capacity has being expanded in 11 other special schools. Five more will be added for the 2025/26 school year in counties Cork, Dublin, Monaghan and Tipperary. This will bring to 16 the number of new special schools opened in recent years. Over 9,000 students are currently enrolled in special schools.
An additional €159 million in funding will be made available to provide for a further 768 teachers, and a further 1,600 SNAs to be recruited in 2025, to deliver up to 2,700 new places for children with special educational needs.
In addition, a dedicated special education innovation fund in recognition of the need to continually evolve and examine best practice to support children with special educational needs has received funding. Funding has been secured for targeted measures to help children with special educational needs with planning and transitioning to and from the various level of our education system. It has also been provided for supporting teachers and SNA’s in their enhanced training requirements.
The largest investment in the Summer Programme has also been secured.
This €62 million investment will allow the department to continue to prioritise the most vulnerable children in our society, those with the most complex special educational needs and those from disadvantaged backgrounds, to access the additional support that they need during the summer.
I am pleased to advise the Deputy that the application from the school in question has been assessed and a proposed accommodation brief has been sent to the school for their consideration.
612. Deputy David Cullinane asked the Minister for Education the reports requested, commissioned, or otherwise received by her Department relating to building defects at a school (details supplied); if there are plans to rectify these defects; and if she will make a statement on the matter. [1339/25]
View answerMy department engaged an independent roofing consultant to carry out a detailed report on the school referred to by the deputy.
This report has been received and is being reviewed. My department will be in contact with the school and its patron body as soon as possible following completion of the review.
