Written Answers Nos. 334-353
334. Deputy Ruth Coppinger asked the Minister for Education the budgetary amount allocated to the provision of a range of free, adequate, safe and suitable period products in all educational publicly funded settings, including schools, for 2025; if the service will be continue to be funded; and if she will make a statement on the matter. [14044/25]
View answerThe recently published Programme for Government, Securing Ireland’s Future, includes the commitment to provide free period products in schools to ensure no student is held back due to period poverty. I intend to make progress in relation to providing free period products and work in this area is being advanced.
My department is participating in the work of the inter-departmental period poverty group led by the Department of Health. Arising from the work of the inter-departmental group, the Office of Government Procurement (OGP) has established a procurement framework to supply cleaning paper, personal hygiene and period products across Governments departments and other bodies. During development of this Framework, at the request of my department, it was arranged that it could be accessed by any primary or post-primary school. The Framework is available at OGP (buyerzone.gov.ie). While the products are not free of cost, the framework arrangements offer value for money and a high-quality service.
It may also be helpful to note that the Schools Procurement Unit, the central support resource providing guidance and support to schools on procurement related issues, can be contacted by email at procurementsupport@spu.ie to assist with information on the Framework and how to engage with it.
My department will continue to participate in the work of the inter-departmental group and work to ensure the Programme for Government commitment is progressed.
335. Deputy Brian Brennan asked the Minister for Education if she intends to rollout an ICT grant for schools; and if she will make a statement on the matter. [13293/25]
View answerThe Digital Strategy for Schools 2027, which builds on the progress made under the Digital Strategy for Schools 2015-2020, will be underpinned by some €200m included in the National Development Plan 2021-2030 providing continuity of funding following the €210m that issued to schools to support the previous strategy.
The second tranche of the successor Digital Strategy ICT grant funding issued to schools in April 2024, bringing the total ICT grant funding issued under this current Digital Strategy to €100m. This funding issued directly to schools, as schools are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way. This can include the purchase of ICT devices such as tablets, hybrid devices, or laptops etc. further details on the most recent ICT grant funding, can be found at: assets.gov.ie/289703/4faef53c-e6fa-4d9b-b5f0-629298d20507.pdf
It is anticipated that ICT grant funding will issue in this current school year, however, the specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
As part of the review of the National Development Plan, my Department aims to provide better clarity and certainty for schools on the timelines for payment of the ICT grant funding.
336. Deputy Seán Crowe asked the Minister for Education if her attention has been drawn to the severe financial difficulties at a school (details supplied) due to the inadequacy of its capitation grant; the measures she will take to ensure funding is guaranteed to the end of the school year; and if she will make a statement on the matter. [13305/25]
View answerThe Department of Education has been made aware of the current situation in relation to the financial position of the school.
My Department is committed to offering all available and appropriate supports to the school as quickly as necessary to avoid any further uncertainty.
Officials from my Department are in contact with the school and the school’s Patron.
337. Deputy Eamon Scanlon asked the Minister for Education further to Parliamentary Question No. 420 of 5 February 2025, if she will provide an update regarding the transfer of a site (details supplied) in County Sligo; the reason for ongoing delays; and if she will make a statement on the matter. [13307/25]
View answerI can confirm that my Department has recently approved the surrender of our lease interest on the property in question. My Department has sent an instruction to our legal representatives to progress the legal formalities relating to this matter and this process is ongoing.
338. Deputy Pádraig O'Sullivan asked the Minister for Education the status of a new building for a school (details supplied); and if she will make a statement on the matter. [13316/25]
View answerThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide five mainstream classrooms, one SET room and a two classroom Special Education Needs (SEN) base.
The project was devolved to the school authority for delivery.
I can confirm that this project is currently at Stage 1 architectural design and my department has received a Stage 1 report. The project remains under careful review from a technical and cost perspective as we are committed to a thorough evaluation to ensure compliance with costs, procedural standards, and the project scope. It is not possible to estimate the duration of this review however my Department will endeavour to review as early as possible.
Once the Stage 1 report review is concluded my department will be in touch with the school authority on how best to progress this important project.
339. Deputy Donnchadh Ó Laoghaire asked the Minister for Education whether she has plans to ensure that bus escorts can get paid their salary throughout the entire year rather than during the school term and needing to sign on for social protection during the summer. [13331/25]
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.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Board of Management/ETB are responsible for the employment of the School Transport Escort. The Department of Education provides grant funding directly to the school for the employment of the School Transport Escort and sets the rate of pay.
It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. As a recommended action arising from the review, the Department committed to continuing the comprehensive analysis of matters as they relate to the escort's pay, and the information provided to schools as the employer of the escort.
The work underway by School Transport Section regarding the employment of School Bus Escorts has been completed and an information pack has issued to schools.
The commitment to review pay rates for Bus Escorts has also been completed. A circular issued to schools on 04 November 2024 to advise that the increased rate of pay for escorts has been set at €15.20 per hour from 01 October 2024. A further information note issued to schools advising that the revised hourly rate effective from 1st March 2025 is €15.50 per hour. Holiday pay will continue to be paid at 8%. This equates to €1.24 (€15.50 x 8%) and is payable for each hour worked with effect from 1st March 2025.
The Department of Social Protection (DSP) is responsible for the payment of jobseeker's benefits or allowances. Temporary Education Sector Workers (ESW), who have previously been in contact with the Department of Social Protection are issued with a repeat jobseekers application form and a holiday form in advance of school holiday periods. This advance process allows DSP to facilitate a more efficient service. Any queries relating to this process can be directed to the Department of Social Protection.
340. Deputy Michael Healy-Rae asked the Minister for Education if other modules will be rolled out for the level two learning programme for September 2025 in view of the fact that only literacy and numeracy are available; and if she will make a statement on the matter. [13334/25]
View answerAs the Deputy will be aware, the Senior Cycle Redevelopment Programme's vision is for equity and excellence in education.
The approach to Senior Cycle redevelopment is ambitious, optimistic and inclusive and will be in phases. Senior Cycle redevelopment will ensure that the diversity of students’ learning needs and strengths are addressed and that all learning pathways in school are accessible and equally valued. It will broaden the approaches used to assess and accredit students’ achievement, to better reflect and encourage the learning we wish to promote.
In a redeveloped Senior Cycle, real opportunities to progress and consolidate learning are becoming available for students of Level 1 and Level 2 Learning Programmes, similar to those programmes at Junior Cycle. Schools can begin to make the first phase of the L1/L2 learning programme modules available to students, based on needs identified following a robust, collaborative information-gathering process, guided by the Continuum of Support Framework.
There are four curriculum areas at the heart of the Level 1 and Level 2 Learning Programmes: Numeracy, Communication and Literacy, Personal Care and Electives. Each elective module is designed for approximately 60 hours of teaching time/class contact time.
The Senior Cycle Level 1 and Level 2 Learning Programmes Statement was published in September 2024 and currently two Curriculum Areas and associated modules have been published and are available to schools: Numeracy, and Communication and Literacy. These curriculum areas and associated modules were developed to consolidate, continue and progress students' learning from their junior cycle learning experiences.
Additional modules in Personal Care and more electives are in various stages of development with a number of L1 and L2 electives already published for consultation. A public consultation on these elective modules took place from 6 January to 28 February 2025. The consultation is now closed. These elective modules are Drama, Literature, Looking After My Environment, My Life, my Finance, and Physical Education. It is intended that these elective modules will be available for September 2025.
During this introductory phase the NCCA is working with schools, including special schools, teachers and students to develop appropriate resources, case studies and assessment guidelines.
In order to ensure a personalised approach to the programme, it is necessary that supports are designed in consultation with the teachers who are implementing the Curriculum Areas, and with the students themselves. This is required to ensure that the approach is appropriate, nuanced and meaningful for the students.
During 2024/25 Oide has been providing a comprehensive programme of L1/L2 Professional Learning Events to support teachers in both special schools and post-primary schools. Further events are planned for next year.
The development of more Senior Cycle L1/L2 modules is planned and will provide enhanced options so that students can follow comprehensive learning programmes at levels 1 and 2 that are most appropriate to their needs.
341. Deputy Ciarán Ahern asked the Minister for Education if her Department will approve emergency funding for a DEIS Band 1 school (details supplied) which is due to run out of money from 1 April 2025, meaning it will not be able to pay its basic bills and may face closure unless such funding is approved; and if she will make a statement on the matter. [13335/25]
View answerThe Department of Education has been made aware of the current situation in relation to the financial position of the school.
My Department is committed to offering all available and appropriate supports to the school as quickly as necessary to avoid any further uncertainty.
Officials from my Department are in contact with the school and the school’s Patron.
342. Deputy Ryan O'Meara asked the Minister for Education with regard to the large cohort of students on post-primary ITE programmes, if she will address the inequity whereby Gaeilge student teachers must pay Gaeltacht fees in order to complete the immersive education experience required for registration with the Teaching Council (details supplied); and if she will make a statement on the matter. [13363/25]
View answerThe current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2-week placements as part of the ITE programme. This requirement is outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education. The programmes shall follow Na Siollabais Oifigiúla do na Tréimhsí Foghlama sa Ghaeltacht do Mhic Léinn Oideachais. Budget 2020 provided for the re-instatement of the grant to cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes, with effect from the 2020/2021 academic year. The grant was previously funded by my Department up to the 2012/2013 academic year, when it was ceased due to financial constraints.
As outlined in the Post Primary Curricular Subject Requirements, prior to completion of their teacher education studies, post-primary student teachers should (where relevant) provide verifiable evidence of an immersive educational experience in the curricular language that they are studying of a minimum of four weeks duration. This may be accessed in two blocks, each of which must be at least two weeks. In the case of Gaeilge, at least one of these blocks must be in a Gaeltacht setting with the option of one block in an Irish medium setting.
The immersive educational experience(s) for Gaeilge must be one of the following:
• attending an Irish language course
• working as a staff member in an educational setting in the Gaeltacht
• conducting an action research project which is of relevance to their teaching studies
• engaging in School Placement.
With regards to post primary student teachers, the requirement to attend at a programme of study in a Gaeltacht college is only one of the four options available to satisfy the evidence of an immersive educational experience in Gaeilge. These options apply equally to all students.
It is a matter for individual institutions providing post-primary ITE programmes to put in place their own requirements, once they fit within the overall Teaching Council requirements.
343. Deputy Ryan O'Meara asked the Minister for Education with regard to the Gaeltacht learning period grant for primary ITE programmes, if he will consider the implementation of a similar grant model for post-primary ITE programmes (details supplied); and if she will make a statement on the matter. [13364/25]
View answerThe current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2-week placements as part of the ITE programme. This requirement is outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education and such programmes must follow Na Siollabais Oifigiúla do na Tréimhsí Foghlama sa Ghaeltacht do Mhic Léinn Oideachais.
As outlined in the Post Primary Curricular Subject Requirements, prior to completion of their teacher education studies, post-primary student teachers should (where relevant) provide verifiable evidence of an immersive educational experience in the curricular language that they are studying of a minimum of four weeks duration. This may be accessed in two blocks, each of which must be at least two weeks. In the case of Gaeilge, at least one of these blocks must be in a Gaeltacht setting with the option of one block in an Irish-medium setting.
The immersive educational experience(s) for Gaeilge must be one of the following:
• attending an Irish language course
• working as a staff member in an educational setting in the Gaeltacht
• conducting an action research project which is of relevance to their teaching studies
• engaging in School Placement.
These are different requirement to that for primary student teachers, for whom attendance at a programme of study in a Gaeltacht college is compulsory as part of their ITE programmes.
With regards to post primary student teachers, the requirement to attend at a programme of study in a Gaeltacht college is only one of the four options available to satisfy the evidence of an immersive educational experience in Gaeilge.
As such, the GLP grant is not made available for students on post primary ITE programmes.
344. Deputy Michael Healy-Rae asked the Minister for Education the status of a special classroom for a school (details supplied); and if she will make a statement on the matter. [13407/25]
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 Kerry 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 ensures 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 336 of these classes have already been sanctioned for the 2025/26 school year. Of these, 18 are in Kerry, 9 at primary and 9 at post primary level. This will add to the 98 special classes currently in operation in the county.
In County Kerry 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.
Schools not sanctioned this year, such as the school referred to by the Deputy will remain as a potential option for future years. Local SENOs remain available to assist and advise parents of children with special educational needs.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
345. Deputy Liam Quaide asked the Minister for Education her plans to instigate a child protection review of the recently published ‘Understanding Behaviours of Concern and Responding to Crisis Situations Guidelines for Schools in Supporting Students’; her plans for a review of the reporting mechanism on the use of seclusion and restraint in schools, prior to their taking full effect in September 2025; and if she will make a statement on the matter. [13409/25]
View answerOn December 12, 2024, the department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines. These guidelines were developed in response to an identified need for clearer guidance for schools. They aim to enhance schools' understanding of behaviours of concern and support them in effectively managing crisis situations.
The guidelines are written from a children’s rights perspective and are based on core values such as focusing on the child’s wellbeing, promoting respect, working together, creating a whole school approach, ensuring a safe environment, and following legal requirements.
The guidelines were published following an extensive consultation process with education stakeholders and advocacy groups. In addition, the Guidelines and the attendant training programme were subject to trials in special schools. In that regard, the Department has taken account of feedback provided in the development of the guidelines. The Department is committed to ongoing consultation and engagement with all stakeholders and advocacy groups to ensure that the guidelines support the most effective practices in schools.
Additionally, it is very important to note that the guidelines do not replace any existing obligations or processes, statutory or otherwise, that already exist in this area. If a parent wishes to make a complaint, they should follow the complaints procedure as set out by the school. If there are child protection allegations Tusla and An Garda Siochana continue to be the relevant authorities.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded.
Furthermore, the guidelines explicitly state seclusion should not be used under any circumstances in any recognised school setting.
The publication of Circular 0081/2024 serves to inform schools about the "Understanding Behaviours of Concern and Responding to Crisis Situations Guidelines for Schools," with a particular focus on the recording and reporting of physical restraint. The guidelines include templates and detailed guidance to support schools in this process. Schools will be required to report instances of restraint being used to the NCSE from September 2025.
The Department will monitor incidents with physical restraint and will work with the NCSE to ensure there is engagement between the NCSE and individual schools in circumstances where a physical restraint has been used involving students with special educational needs. In addition, the Inspectorate will have a role in monitoring the use of physical restraint in schools.
The availability of information relating to the use of restraint in school settings will also inform the NCSE’s overarching approach to its professional learning and training support programmes for schools.
The Department is committed to monitoring and reviewing the implementation of the Guidelines in schools and to updating them as necessary on foot of the outcomes of the monitoring and review.
346. Deputy Brian Stanley asked the Minister for Education if her Department will sanction the two modular classrooms for a school (details supplied). [13439/25]
View answerThe expansion of capacity at special schools is an important priority for my Department including for the special school referred to by the Deputy.
I can confirm that in 2022 approval was granted by the Department for a traditional build project to provide four additional special education classrooms and the project is currently at design stage.
The school subsequently submitted an Additional School Accommodation (ASA) application for rental of interim Modular accommodation for 2x Special Education Classrooms pending the delivery of the project for 4 additional permanent classrooms. The Department recently approved the provision for two special education classrooms and the project has been progressed to the Department’s Project Manager Framework. The project managers have carried out a site visit to the school and a viability report has been submitted to the Department officials. This is currently being reviewed by technical officers and the modular assessment team and the school authority will be contacted directly when the viability report is reviewed in full.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section and retained by the school, or a new SEN class has been sanctioned by the NCSE. The NCSE is continuing to review the SEN provision requirements in the wider area and the outcome of the NCSE review of SEN provision needs in the school planning area is awaited to determine next steps.
The Deputy will be aware that the National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. Over the last two years, the department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and the more strategic and longer-term requirements. School property matters are the domain of the school patron and the Department is aware that the NCSE is currently engaging with the patron of the school in question in this regard.
I want to assure you that the department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education appropriate to their needs.
Of the 124 special schools nationwide, four special schools are new for this school year and further capacity has been expanded in eleven others. Five more have been established for the 2025/26 school year in counties Cork, Dublin (2), Monaghan and Tipperary. This will bring to 16 the number of new special schools opened in recent years.
347. Deputy Brian Stanley asked the Minister for Education the number of ASD classes approved in 2025 at both primary and secondary level in County Laois; and if she will make a statement on the matter. [13440/25]
View answer348. Deputy Brian Stanley asked the Minister for Education her plans to provide further ASD classes in County Laois this year at both primary and secondary level in 2025; and if she will make a statement on the matter. [13441/25]
View answerI propose to take Questions Nos. 347 and 348 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.
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 336 of these classes have already been sanctioned for the 2025/26 school year. Of these 9 are in County Laois, 7 at primary level and 2 are at post-primary level. This will add to the over 3,330 special classes currently in operation in the country. This will brings the total number of special classes in the county to 87, 63 at primary and 24 at post-primary level. The vast majority of these classes are autism classes.
The table at the link below provides a breakdown of all special classes in County Laois.
The NCSE continue to engage intensely with schools and school patron bodies in County Laois and indeed nationwide to confirm the location of the remaining classes. As the NCSE progress the sanctioning of these 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.
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 SENO's directly using the contact details available on the NCSE website.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
349. Deputy Eoin Ó Broin asked the Minister for Education if she is aware of the position of a school (details supplied) regarding a lack of funding; if she is aware of developments indicating the school will need to physically close as a consequence of underfunding; the urgent action her Department plans to take to avoid the closure of the school; and if she will make a statement on the matter. [13444/25]
View answerThe Department of Education has been made aware of the current situation in relation to the financial position of the school.
My Department is committed to offering all available and appropriate supports to the school as quickly as necessary to avoid any further uncertainty.
Officials from the Department are in contact with the school and the school’s Patron.
350. Deputy Roderic O'Gorman asked the Minister for Education the date for when the stage 2(a) meeting will take place between her Department and a school (details supplied); and if she will make a statement on the matter. [13455/25]
View answerThe current position in respect of the joint major building project referred to by the Deputy is as follows.
The major project for the schools referred to in this question are currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
Following the Stage 2(a) Stakeholders meeting which took place on Wednesday 16th October, the Design Team have been addressing the Department comments.
The Design Team submitted a revised Stage 2(a) Report to my Department on 1st March 2025.
Department officials are currently carrying out an initial review of the revised report. Until this review is complete, it is not possible to provide a date for the rescheduled Stage 2(a) Stakeholders meeting.
The Department is committed to progressing this project through architectural planning and supporting the design team in preparing the project design so that it can apply for all statutory approvals, including planning permission.
351. Deputy Darren O'Rourke asked the Minister for Education if her attention has been drawn to a shortage of primary school places in Dunshaughlin for September 2025 and that her Department has been notified of at least one patron body of their willingness to facilitate additional students if they have the teaching resources and physical space to do so; her plans to ensure additional capacity in Dunshaughlin for September 2025; the timeline for same; and if she will make a statement on the matter. [13479/25]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of enrolment pressures and demand for additional school places in some areas including Dunshaughlin at primary level, it is important to note that pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. The department has taken a number of steps to help ensure the admissions process for 2025/26 runs smoothly, including improvements to the Post Primary Online Database student registration system to help identify students that have accepted multiple places, writing to parents of sixth class children with advice on the admissions process, and strengthening the data-sharing arrangements with schools in areas of enrolment pressure.
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places and Dunshaughlin is one such area which has experienced significant growth in population in recent years. The requirement for increased school capacity in Dunshaughlin was recognised with the establishment of a new Community National School in 2020. This project will provide an 8 Mainstream Classroom and 2 Special education classroom school. This project is currently at procurement stage. In addition, there are a number of extension projects active for St Seachnalls National School, Culmullen Natonal School and Scoil na Rithe. Where required, the provision of additional school places can be facilitated by a range of strategies, some of which may involve additional accommodation but also optimising use of existing capacity.
My Department works closely with all school patrons and is currently finalising plans with school authorities to increase the number of Junior Infant places in the Dunshaughlin School Planning area for September 2025. This is in order to ensure every child in the area has a school place next September.
352. Deputy Ann Graves asked the Minister for Education to review the case of a child (details supplied); and if she will make a statement on the matter. [13503/25]
View answer354. Deputy Ann Graves asked the Minister for Education her plans for the urgent expansion of reading classes to meet the increased demand for this support (details supplied); if the current allocation process will be reviewed to ensure there is fairness and accessibility; whether he plans to provide additional support for those children who are left without reading classes; and if she will make a statement on the matter. [13534/25]
View answerI propose to take Questions Nos. 352 and 354 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 has advised that the local special educational needs organiser has been in contact with the student’s family regarding options for school placements and other special education supports for the coming academic year.
At present, there are fourteen reading classes and four special schools to support students with severe dyslexia and I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In working to develop a more inclusive education system, we want to support students to attend their local mainstream schools. This means that children can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this. In practical terms this means schools get a substantial additional teaching allocation to support children with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with dyslexia or severe dyslexia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year to teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post primary school teachers on supporting children and young people with literacy difficulties, including dyslexia.
Funding is also made available to schools for the purchase of specialised equipment to assist children. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
353. Deputy Darren O'Rourke asked the Minister for Education if she is aware that school bus escorts are left unemployed during the summer months and often experience delays with accessing social protection assistance; if she plans to employ school bus escorts all year round; the progress in that regard; and if she will make a statement on the matter. [13528/25]
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.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Board of Management/ETB are responsible for the employment of the School Transport Escort. The Department of Education provides grant funding directly to the school for the employment of the School Transport Escort and sets the rate of pay.
It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. As a recommended action arising from the review, the Department committed to continuing the comprehensive analysis of matters as they relate to the escort's pay, and the information provided to schools as the employer of the escort.
The work underway by School Transport Section regarding the employment of School Bus Escorts has been completed and an information pack has issued to schools.
The commitment to review pay rates for Bus Escorts has also been completed. A circular issued to schools on 04 November 2024 to advise that the increased rate of pay for escorts has been set at €15.20 per hour from 01 October 2024. A further information note issued to schools advising that the revised hourly rate effective from 1st March 2025 is €15.50 per hour. Holiday pay will continue to be paid at 8%. This equates to €1.24 (€15.50 x 8%) and is payable for each hour worked with effect from 1st March 2025.
The Department of Social Protection is responsible for the payment of jobseeker's benefits or allowances. Temporary Education Sector Workers (ESW), who have previously been in contact with the Department of Social Protection are issued with a repeat jobseekers application form and a holiday form in advance of school holiday periods. This advance process allows DSP to facilitate a more efficient service. Any queries relating to this process can be directed to the Department of Social Protection.
