Written Answers Nos. 301-320
301. Deputy Eamon Scanlon asked the Minister for Education further to Parliamentary Question No. 127 of 26 February 2025, if it is possible to subsidise a bus on a route where there is a lack of transport currently (details supplied); and if she will make a statement on the matter. [12997/25]
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.
Under the current 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, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
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.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann has advised that the service referred to by the Deputy was operated by a private contractor outside of the school transport scheme and does not fall under the remit of the school transport scheme.
Families who wish to avail of school transport and have their eligibility status assessed are advised to apply on-line in a timely manner to Bus Éireann before the closing date of 25th April 2025. The Bus Éireann on-line application system is open for the 2025/26 school year Applications can be made on www.buseireann.ie/schools.
Bus Eireann review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
302. Deputy Michael Healy-Rae asked the Minister for Education if the salary of a person (details supplied) will be examined; and if she will make a statement on the matter. [13002/25]
View answerThe salary being paid to the teacher referred to by the Deputy has been checked and he is being paid the correct rate. An official from my Department has been in direct contact with the teacher about the matter.
303. Deputy Paul Murphy asked the Minister for Education the number of special classes each primary and post-primary school has; if they have requested a new special class or classes; and the number of children who have applied for special classes in each school. [13004/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. 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, in line with their statutory function, approach schools in relation to opening new special classes directly. Parents are advised to contact the NCSE to inform them that they are seeking a special education placement, this is to allow the NCSE provide advice and support to the parent but also to ensure adequate planning regarding required provision in local areas. Therefore, the information and detail requested is held by the NCSE. I will therefore share your request with the NCSE for a direct reply.
Of the 3,336 special classes nationwide, 2,339 are at primary level and 997 are at post primary level. 400 new special classes places were provided for in Budget 2025, the NCSE has advised that 309 of these classes have already been sanctioned for the 2025/26 school year, 208 at primary and 101 at post-primary level. This will add to the 3,336 special classes currently in operation around the country.
Provision is provided to meet confirmed demand and the NCSE continue to engage intensely with schools and school patron bodies to confirm where further classes are required to ensure there is adequate provision at a local level for students who require specialist provision. This ensures students are not travelling long distances in order to access an education befitting of their needs. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. It is aware that demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post primary schools to continue planning for this level of provision.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
304. Deputy Mary Lou McDonald asked the Minister for Education if an application by a person (details supplied) was granted incremental credit for non-teaching service; if not, the reason this applicant was refused incremental credit; and if she will make a statement on the matter. [13013/25]
View answerI refer to your correspondence on behalf of a primary teacher regarding incremental credit.
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC). The relevant circular applying here is 10/2001.
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
With regard to the teacher you are referring to, the Department has not yet received an application for incremental credit from this individual. Should they submit an application for incremental credit to the Department, then that application will be processed in line criteria set out in the relevant circular.
305. Deputy Shane Moynihan asked the Minister for Education when a NEPS assessment will be provided for a person (details supplied). [13014/25]
View answerThe National Educational Psychological Service (NEPS) provides psychological support to all primary, post-primary, and special schools.
NEPS provides access for all schools to:
• Psychological support in the event of a Critical Incident.
• A casework service for individual students where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools.
• Ongoing access to advice and support for schools.
NEPS psychologists work with schools using a problem-solving model to help schools identify need and implement interventions to support those needs. As part of this model, NEPS encourages schools to use a continuum-based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention support for children and young people with wellbeing, learning and/or social-emotional needs. This model means that children and young people do not need to have a psychological assessment or a diagnosis of a disability in order to access additional support in school.
All referrals to NEPS are through the school. Where a parent/guardian has a concern about their child's progress they should engage with the school and where it is agreed that NEPS involvement is considered necessary, the school may contact the assigned NEPS psychologist or the local NEPS office.
306. Deputy Catherine Connolly asked the Minister for Education in cases in which a child with special needs is receiving home tuition and the home is not a suitable space, the supports that can be provided when an alternate space is found (details supplied); and if she will make a statement on the matter. [13038/25]
View answerEnsuring that every child with special educational needs gets a suitable education is a priority for the Department of Education.
The Department’s Home Tuition Grant Schemes provides funding towards the provision of a compensatory educational service for children who, for several reasons, are unable to attend school. The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement for whom such a placement is not available. Likewise, provision is made for early educational intervention for children aged from 2.5 years to 3 years with autism. By its nature, the Home Tuition Grant Scheme is intended to be a short-term intervention and should not be regarded as an alternative to school.
The Home Tuition Grant Scheme provides for tuition only. To facilitate the payment of the home tuition, the Department acts as payroll agent on behalf of the parent/legal guardian. Parents/legal guardians source and engage tutors for the provision of home tuition in a private arrangement. While the conditions for home tuition prescribe that tuition should take place in the child’s home, occasionally families may choose a different arrangement to facilitate the tuition. However, this remains a private arrangement between parent/legal guardian and the tutor.
Officials from my department are happy to engage with parents to provide any support they can with the aim of ensuring the child concerned can access home tuition.
307. Deputy John Connolly asked the Minister for Education the current status of a school building (details supplied); if she will report on the assessment of the school building undertaken by officials within her Department; and if she will make a statement on the matter. [13043/25]
View answerThe purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
As the Deputy maybe aware, 4th Feb 2025 an official from my Department attended a site visit to the school in question in order to assess the situation following storm Éowyn. Following on this visit, the EWS team has engaged with school, noting that the school should submit an EWS application as an appropriate next step. The EWS team is currently awaiting the submission of this application and, once this has been received the EWS team will review the revised application and will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
308. Deputy John Connolly asked the Minister for Education for an update of the development of a new school (details supplied); the plans for the temporary location of the school while the new building is being developed; and if she will make a statement on the matter. [13044/25]
View answerThe joint major building project for the school referred to by the Deputy is currently at an early stage of architectural planning - Stage 1 – Preliminary Design, which includes an assessment of the site and location suitability, and initial sketch scheme. This project is being delivered as part of the Departments ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The project brief is for the delivery of 2 new replacement 24 classroom primary schools and classrooms for pupils with special educational needs, at the existing site in Renmore, the demolition of the existing buildings, and removal of the current temporary accommodation.
As part of the Stage 1 - preliminary design stage of architectural planning, a viable decant solution is required to be identified and cost planned, in order to progress the project.
To assist the Design Team and the School Authorities, Department officials are considering decant options and once a feasible option is identified, the Department will revert to the School Authorities and the Design Team.
309. Deputy John Connolly asked the Minister for Education if her Department undertakes regular assessment of the inclusion of new schools in the DEIS Programme; and if she will make a statement on the matter. [13045/25]
View answerTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. The DEIS programme provides a targeted range of supports and is additional to the universal supports provided to all schools.
My department is investing over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
The DEIS programme is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, extra resources must be targeted as closely as possible at those students with the greatest level of need.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
A key part of my plan will be the development of a DEIS Plus scheme to support primary and post-primary schools with the highest levels of disadvantage. I will engage with key stakeholders in the development of this work.
310. Deputy Grace Boland asked the Minister for Education when the details of the Summer programme for 2025 will be announced; and if she will make a statement on the matter. [13091/25]
View answerDetails of the 2025 Summer Programme were published on Thursday, 13th February 2025. More than €60m in funding, secured in Budget 2025, is being made available for this year's Summer Programme. All of this funding will be utilised to meet the needs of our most vulnerable children.
All schools have an opportunity to run a programme over the summer months for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority in 2025 continues to be that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
This year, to combat holiday hunger, a pilot project will be extending the Department of Social Protection’s School Meals Programme into the Summer Programme. Schools eligible for the School Meals Programme will be able to make meals available for the 2025 Summer Programme. This will also help to alleviate the costs for schools associated with running a Summer Programme and will be in addition to the other supports and measures already in place.
Full details of the school-based Summer Programme have been issued to schools and are available on www.gov.ie/summerprogramme. It is now open to schools to register their interest in running a school-based summer programme via an online registration portal. The closing date for registration by schools has been set for the 11th April 2025.
Where a school-based programme is not being run or a place is unavailable, the Home-based Programme will be available for those children with complex special education needs. Details of the home-based programme will be released in May.
311. Deputy Grace Boland asked the Minister for Education the number of children on the waiting list for an autism class school place in Dublin Fingal west; and if she will make a statement on the matter. [13092/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. 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, in line with their statutory function, approach schools in relation to opening new special classes directly. Parents are advised to contact the NCSE to inform them that they are seeking a special education placement, this is to allow the NCSE provide advice and support to the parent but also to ensure adequate planning regarding required provision in local areas. Therefore, the information and detail requested is held by the NCSE. I will therefore share your request with the NCSE for a direct reply.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 309 of these classes have already been sanctioned for the 2025/26 school year. Of these 53 are in Dublin, 37 at primary and 16 at post primary level.
This will add to the 602 special classes currently in operation in the county. There are also 40 special schools in Dublin with approximately 2,600 students enrolled. Two of the five new special schools for the 2025/26 school year will open in Lucan and Belmayne also. These schools will open for enrolment shortly.
In Dublin and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
312. Deputy Grace Boland asked the Minister for Education the number of sanctioned autism classes for 2024 that have opened and enrolled pupils; and if she will make a statement on the matter. [13093/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
Almost 1,700 classes have been sanctioned by the NCSE in the last five years, eleven new special schools have been established and many more expanded. Five new special schools are being established for the 2025/26 school year and capacity is being expanded in other special schools.
For the 2024/25 school year a total of 408 new special classes were sanctioned by the NCSE, bringing the total number of special classes nationwide to over 3,300. Of these new classes, 395 are autism classes and seven are autism early intervention classes.
These classes have a teacher/student ratio of 1:6 at primary level and 1.5:6 at post primary level with special need assistant support also provided. A number of these classes will have varying enrolments year on year as children move between settings and indeed between schools, however the majority will remain at the maximum capacity of six students per class.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 309 of these classes have already been sanctioned for the 2025/26 school year. Of these 53 are in Dublin, 37 at primary and 16 at post primary level. The vast majority of these are autism classes.
This will add to the 602 special classes currently in operation in the county. There are also 40 special schools in Dublin with approximately 2,600 students enrolled. Two of the five new special schools for the 2025/26 school year will open in Lucan and Belmayne also. These schools will open for enrolment shortly.
In Dublin and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
313. Deputy Grace Boland asked the Minister for Education for an update on the sanctioned autism classes for a school (details supplied); and if she will make a statement on the matter. [13094/25]
View answerThe school to which the Deputy refers has been granted capital funding under the Department’s SEN Reconfiguration & Modular Accommodation Programme for the provision of two Special Education Needs (SEN) classrooms.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. Kerrigan Sheanon Newman (KSN) has been appointed, from the Department’s Framework, to design and tender the project at the school in question. This is a collaborative process between the Project Manager, School Authority and the Department.
The manufacture of the accommodation has commenced and the project is currently at Detailed Design stage which is expected to be finalised in April following completion of site surveys etc. The next step is progression to construction on-site subject to approval.
My Department is fully aware of the urgency in respect of this accommodation and will be working closely with the Project Managers and School Authority to keep it updated on overall project delivery and timelines.
314. Deputy Grace Boland asked the Minister for Education if her Department plans on expanding the school bus routes currently serving Dublin Fingal west; and if she will make a statement on the matter. [13095/25]
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. 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 in 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 current 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.
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.
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.
The Bus Éireann on-line application system for the 2025/26 school year is now open and applications can be made on www.buseireann.ie/schools.
315. Deputy Ciarán Ahern asked the Minister for Education the number primary and secondary schools in Tallaght that have expressed an interest in opening a specialist class in the 2024/2025 academic year; the number of these applications that were accepted and refused; and if she will make a statement on the matter. [13105/25]
View answer316. Deputy Ciarán Ahern asked the Minister for Education the number of schools in Tallaght that were approached by the National Council for Special Education to open a specialist class; the percentage of those schools that declined; and if her Department can provide insight into the reasons given for these refusals. [13106/25]
View answerI propose to take Questions Nos. 315 and 316 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. 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, in line with their statutory function, approach schools in relation to opening new special classes directly and the level of information and detail requested is held by them in order to perform this function. I will therefore share your request with the NCSE for a direct reply.
Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. Budget 2025 provides for an additional 2,700 specialist places, made up of 400 new special class and 300 additional special school places. On top of this, there will be over 1,000 places available through the normal annual movement of students progressing from primary to post-primary and students graduating from post-primary or special schools. There also remains special class vacancies in some areas of the country.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 309 of these classes have already been sanctioned for the 2025/26 school year. Of these 53 are in Dublin, 37 at primary and 16 at post primary level.
This will add to the 602 special classes currently in operation in the county. There are also 40 special schools in Dublin with approximately 2,600 students enrolled. Two of the five new special schools for the 2025/26 school year will open in Lucan and Belmayne also. These schools will open for enrolment shortly.
In Dublin and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
317. Deputy Albert Dolan asked the Minister for Education the status of an application by a school (details supplied) for a special educational needs extension, including the stage it is currently at; and the expected timeline for approval and funding. [13112/25]
View answerThe school to which the Deputy refers was approved funding under my Department's Additional School Accommodation scheme for the provision of 12 General classrooms, 1 Technology room & Prep area, 2 Home Economics rooms, 1 Art craft room, 1 Science lab & prep area and 1 staff room. This project was devolved to the school authorities for delivery and is currently at construction.
More recently the school in question was approved for reconfiguration works of an existing outdoor changing room to provide SEN provision.
My department has requested the school to provide costings for this additional scope of works. Upon receipt of this information, it will be reviewed from both a technical and cost perspective in accordance with the requirements of the public Infrastructure Guidelines.
On completion of this review process, my Department officials will communicate with the school authority regarding the next steps to advance this significant project.
318. Deputy Albert Dolan asked the Minister for Education when her Department intends to begin funding the construction of PE halls in secondary schools, as committed to in the Programme for Government; and if a specific timeline has been established for implementation. [13113/25]
View answerI wish to confirm to the Deputy that investment and expenditure on PE Halls is an element of the overall School Building Programme. Almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall which can be used as a sports facility.
As the Deputy will be aware, investment and expenditure on PE Halls is an element of the overall expenditure and investment in the School Building Programme. The provision of General Purpose (GP) rooms and PE Halls, at primary and post primary level respectively, form part of a suite of ancillary facilities as well as outdoor hard play areas, provided as part of new school buildings or where a major building or refurbishment project is being delivered for an existing school.
The main focus of resources over the last decade and currently is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for provision to meet the needs of children with special educational needs. Since 2020, my department has invested over €5.8 billion in our schools throughout the country, involving the completion of over 1,300 school building projects. Between projects currently under construction and projects moving to construction in the coming months, investments by the Department of Education are adding over 600,000 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 Programme for Government recognises the importance of strong capital investment in the school building programme and supporting this with enhanced allocations through the NDP process. This will enable us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability and a strengthened focus on refurbishment of existing school stock which will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision.
319. Deputy Thomas Gould asked the Minister for Education the reason a school (details supplied) was not sanctioned for an ASD class. [13114/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. 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 actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. However, it is not always possible to open a special class in every school that expresses an interest.
At a local level in County Cork and indeed nationwide the NCSE continue to examine which schools have capacity to expand and are targeting medium and larger primary schools with available accommodation and no existing special class to open a new special class for the 2025/26 school year. This will ensure that classes can open quickly as existing accommodation can be reconfigured in a more streamlined and efficient manner.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 309 of these classes have already been sanctioned for the 2025/26 school year. Of these, 50 are in Cork, 32 at primary and 18 at post primary level. This will add to the 563 special classes currently in operation in the county.
The NCSE have confirmed that a new special class has now been sanctioned in the school referred to by the Deputy for the coming school year.
There are also 16 special schools in county Cork with approximately 1,000 students enrolled. One of the five new special schools for the 2025/26 school year will open in the North of Cork city also. This school will open for enrolment shortly.
In Cork and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
320. Deputy Darren O'Rourke asked the Minister for Education the number of students on reduced hours; for a breakdown of same for each of the past three years and categorised based on primary or secondary school and SEN recommendation or not; and if she will make a statement on the matter. [13146/25]
View answerThe position of the Department of Education is that all pupils who are enrolled in a school should attend school for the full day. Where this is not possible for exceptional circumstances this is known as a reduced school day.
A commitment was made to ensure robust data collection on the use of reduced school days and to further ensure that reduced school days are only used in a manner that is limited, appropriate and absolutely necessary. In September 2021, the Department of Education issued Reduced School Day Guidelines to all schools on the procedures to be followed when reduced school days are put in place for students. These guidelines came into effect on 1 January 2022. These guidelines clearly state that reduced school days should not be used as a sanction, offered as an alternative to a sanction, or used as a behavioural management tool.
Where a reduced school day is used, it should be applied proportionately and should last only as long as is necessary to facilitate a return to school on a full-time basis. Signed parental/guardian consent (or consent of the student if over 18) should be received prior to implementation of a reduced school day. The guidelines set out that where consent is not given or subsequently withdrawn and the school proceeds or continues with a reduced school day, this is effectively a suspension, and an appeal may be made under section 29 of the Education Act 1998.
The department is committed to publishing data in respect of reduced school days on an annual basis. The details of RSDs for the 2023/2024 school year report were published on the 14th February 2025. The number of children on a reduced school day in the 2023/24 school year increased from 0.11% to 0.13% of the student population. Given that the requirement to report the use of reduced school days is relatively recent, this increase is largely attributable to greater awareness and reporting.
The vast majority of children 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. Almost 1,700 new special classes were sanctioned and 11 special schools established over the last 5 years. A further 5 new special schools will open for the coming school year.
The use of Reduced School Days is monitored by the Department and all services involved continue to work collaboratively and proactively to enable the best outcome for each individual child. Schools are encouraged to seek advice from their local Tusla Educational Welfare Officer, National Educational Psychological Services psychologist and the NCSE’s Special Educational Needs Organisers so that the right support for each child can be provided. In addition, if any parent feels that reduced school days are being used inappropriately or without their consent they can contact their local EWO, SENO or the Department and this will be investigated.
My Department continues to work closely with Tusla Education Support Service and the National Council for Special Education to ensure that all students are supported to the greatest extent possible to attend for the full school day.
The figures for reduced school days as requested by the Deputy are available since January 2022 and are published on www.gov.ie/en/publication/63545-the-use-of-reduced-school-days/. An extract containing a summary of this information is set out below.
Breakdown of number of students reported on reduced school days January 2022 to June 2024.
|
First Notifications: |
1,275 |
1,044 |
743 |
|
Primary |
612 |
485 |
361 |
|
Post Primary |
566 |
460 |
318 |
|
Special |
97 |
99 |
64 |
|
% of All Student Population |
0.13% |
0.11% |
0.08% |
|
Students with Special Education Needs |
821 |
684 |
527 |
|
Primary |
492 |
393 |
317 |
|
Post Primary |
232 |
192 |
146 |
|
Special |
97 |
99 |
64 |
|
% of All Student Population |
0.08% |
0.07% |
0.06% |
|
Students who have indicated Traveller or Roma ethnicity |
87 |
97 |
61 |
|
Primary |
40 |
38 |
18 |
|
Post Primary |
47 |
52 |
43 |
|
Special |
0 |
7 |
1 |
|
% of Traveller / Roma Student Population |
0.60% |
0.64% |
0.42% |
|
Second Notifications: |
454 |
342 |
137 |
|
Students with Special Education Needs |
339 |
238 |
117 |
|
Students who have indicated Traveller or Roma ethnicity |
35 |
43 |
6 |
|
Third Notifications: |
239 |
170 |
46 |
|
Students with Special Education Needs |
190 |
133 |
42 |
|
Students who have indicated Traveller or Roma ethnicity |
22 |
20 |
3 |
|
Fourth Notifications: |
134 |
86 |
14 |
|
Students with Special Education Needs |
108 |
76 |
13 |
|
Students who have indicated Traveller or Roma ethnicity |
11 |
7 |
- |
Extract from Reduced School Day Report 2023/24:
www.gov.ie/pdf/?file=https://assets.gov.ie/319250/d111e9ca-6159-4718-9bb4-719cb7a2a2d7.pdf#page=null
