Written Answers Nos. 354-373
355. Deputy Niamh Smyth asked the Minister for Education the reason children (details supplied) have to be driven 1 km to be picked up by the school bus on an unsafe road; and if she will make a statement on the matter. [13542/25]
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 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.Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service. Bus Éireann has advised that their Local Area Inspector has reviewed the existing pick-up point referred to by the Deputy and has deemed this pick-up point as safe and that 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.
356. Deputy Albert Dolan asked the Minister for Education to detail the total expenditure on public procurement by her Department and its agencies, including spending on goods, services and works acquired through public procurement processes, in each of the past five years, in tabular form. [13547/25]
View answerThe information requested by the Deputy is not readily available in my Department in the format requested. Officials in my Department will collate this information and I will arrange to have it forwarded to the Deputy directly.
The information in respect of aegis bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out at the following link should the Deputy wish to contact them directly with this query.
357. Deputy Roderic O'Gorman asked the Minister for Education to provide a list of regulatory, appeal or other bodies, either funded by or under the remit of her Department, which are quasi-judicial in nature. [13571/25]
View answerThe information requested by the Deputy is not readily available. It is currently being collated and reviewed by officials in my Department and a response will issue directly to the Deputy as soon as it is available.
358. Deputy Eamon Scanlon asked the Minister for Education when she will implement the recommendations of the school transport review concerning lowering the minimum distance limits in relation to the school transport scheme; if she will look at the case of a school (details supplied) in County Sligo; and if she will make a statement on the matter. [13586/25]
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.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Eligible children who complete the application process and pay or enter their medical card details on time will get a seat on a school bus service, if a service is available.
Children who are not eligible for school transport but complete the application and pay or enter their medical card details on time will be considered for any spare seats available after eligible children have been accommodated. These spare seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
The Bus Éireann family portal is now open for new applications for school transport services for the 2025/26 school year. The closing date for new applications is Friday 25 April 2025. Any new applications made after the closing date are considered late applications. A late application may mean that a seat is not available. The Bus Éireann family portal is now also accepting payments or medical card details until 6 June 2025. Payments or medical card details submitted after the deadline date will be deemed late. A late submission of payment or medical card details may mean that a seat is not available.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Following the closing date for payment or entering medical card details, the Bus Éireann family portal will close. This will give Bus Éireann time to assess all applications and plan for routes and services for the 2025/26 school year. Routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for the following school year.
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.
Once routes have been finalised, Bus Éireann will assign tickets for each school transport service. Tickets will begin to issue in mid-July and will continue to issue throughout July and August. Families who are unsuccessful in obtaining a seat will be notified via email and a refund will issue.
Bus Éireann advise that there are currently no routes in operation to the school in question and no applications for transport have been received for this school.
359. Deputy Richard Boyd Barrett asked the Minister for Education for details of her engagements with a school (details supplied) regarding their proposal to temporarily house a proposed special school in “Phase 2” of their new premises, rather than in prefabricated units on land designated for use as the school’s outdoor space; and if she will make a statement on the matter. [13598/25]
View answerMy department, together with the National Council for Special Education, has been working with parents, schools, patron bodies and other stakeholders in Dublin to provide sufficient specialist school placements for children with special educational needs.
The special school referred to is one of the 5 new special schools due to be opened for the 2025/26 school year to meet the demand for additional special school places in the North Dublin area. The urgency associated with establishing this new school means that existing accommodation must be utilised. This will then allow the school to open as quickly as possible. My Department is continuing to engage with the patron of the existing school as part of this process.
This is an interim arrangement for the new special school and the Department is working towards a long-term solution.
360. Deputy Darren O'Rourke asked the Minister for Education if there is a cap on special needs assistants for 2025 and 2026; what that cap is, and if it is being reviewed in light of increased demand; and if she will make a statement on the matter. [13599/25]
View answer361. Deputy Darren O'Rourke asked the Minister for Education the number of SNA posts funded in Budget 2025; the level of support this will provide in the planned new special classes and special schools; and if she will make a statement on the matter. [13600/25]
View answer368. Deputy Gary Gannon asked the Minister for Education following the recent communication from the National Council for Special Education regarding the cap on special needs assistants, which has led to several schools (details supplied) having their SNA review applications placed in limbo, why certain schools have been informed of increases in their SNA allocations, while others, despite going through the same review process, are left without support; and if she will make a statement on the matter. [13675/25]
View answer369. Deputy Gary Gannon asked the Minister for Education what steps the Department is taking to address the issue of certain schools’ SNA applications being placed in limbo and to ensure that schools receive the necessary SNA support to meet the needs of students with additional needs, especially in light of the time and resources schools have already invested in the review process; and if she will make a statement on the matter. [13676/25]
View answerI propose to take Questions Nos. 360, 361, 368 and 369 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school-based resource and not to individual pupils. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
The NCSE has published the SNA allocations for the 2024/25 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website.
We have been steadily building on the number of SNAs in our education system. At the end of the 2024 school year there was over 22,000 SNAs in schools Since 2020 the budget for special education has increased from €1.9 billion to €2.9 billion for 2025. That represents a 52% increase in the last 5 years.
Budget 2025 includes an additional 1,600 special needs assistant (SNA) posts nationwide. This is the highest ever annual increase. For the 2025/26 school year there will be over 23,000 SNA’s supporting children and young people with care needs in our education system.
The NCSE will continue this year to prioritise the full allocation of the additional 1,600 SNAs to schools, including to support up to 400 new special classes and 300 new special school places for this September from within the overall allocation budget.
The NCSE will ensure that all of the additional SNAs provided for by this Government will be allocated to ensure that those children with the highest level of need get the highest level of support.
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.
362. Deputy Darren O'Rourke asked the Minister for Education to list the colleges and courses where it is possible for a student to complete primary school teacher training entirely through the medium of Gaeilge; and if she will make a statement on the matter. [13602/25]
View answerWhile there are a number of primary initial teacher education programmes, there is currently one programme provided entirely through the medium of Gaeilge. This is the Baitsiléir san Oideachas trí Mheán na Gaeilge (Bunmhúinteoireacht)/Bachelor of Education through the Medium of Irish (Primary), which is provided by the Marino Institute of Education.
In addition, Marino intends to offer a new Gaeilge pathway - Máistir Gairmiúil san Oideachas trí Mheán na Gaeilge (Bunmhúinteoireacht)/ Professional Master of Education through the Medium of Irish (Primary)- from September 2025, dependant on a minimum number of students selecting this stream as their first preference.
363. Deputy Darren O'Rourke asked the Minister for Education the conditions or guidelines attached to the £20 million allocated to the Department of Education in the north of Ireland by the Shared Island Unit for the RAISE Programme. [13609/25]
View answerAs part of the Government’s wider, long-standing cooperation with the Northern Ireland Executive on educational attainment issues, the Government in February 2024 allocated up to €24 million from the Shared Island Fund to enable a pilot cooperation programme to address educational underachievement.
My Department and the Department of Education in Northern Ireland have developed and are now progressing this programme of cooperation which comprises strands on: addressing educational under-attainment in Northern Ireland (RAISE); an online teachers’ research exchange (T-REX) to support professional exchange and development across the island; and, a creativity in schools programme (Creative Connections).
The RAISE programme concerns education and support services in Northern Ireland which are a responsibility of and delivered by the Northern Ireland Department of Education. My Department is leading on coordinating implementation of the T-REX and Creative Connections strands with the Department of Education in Northern Ireland.
A Memorandum of Understanding was signed by the Department of Education in Northern Ireland and my Department to deliver this pilot programme of cooperation on addressing educational disadvantage.
The Memorandum of Understanding sets out the framework for monitoring and reporting for the oversight and management of these projects, including RAISE, which is to be overseen by an Addressing Disadvantage Learning and Research Board with members drawn from both Departments of Education.
The Addressing Disadvantage Learning and Research Board receives updates on the delivery of RAISE and related areas of mutual learning.
As set out in the MoU, the Department of Education in Northern Ireland is responsible for implementation of the RAISE programme in Northern Ireland and that Department will provide information to the Addressing Disadvantage Learning and Research Board sufficient to allow for monitoring and oversight of the overall resourcing allocated for the RAISE programme through this cooperation.
364. Deputy Darren O'Rourke asked the Minister for Education if she is aware that, due to the design of the RAISE Programme, some of the most deprived areas in the north of Ireland will be excluded. [13610/25]
View answerThe RAISE Programme in Northern Ireland is an initiative of the Department of Education in Northern Ireland. It is designed to support the implementation of the findings and recommendations on educational disadvantage contained in the “A Fair Start” report, prepared by an Expert Panel in Northern Ireland and endorsed by the Northern Ireland Executive in 2021.
It is a pilot programme designed to start the rollout of some measures to take a locality-based approach focused on communities and schools in areas of educational disadvantage in NI.
The design and implementation of education policies and programmes in NI are a matter for the Department of Education in Northern Ireland.
365. Deputy Darren O'Rourke asked the Minister for Education the input the Shared Island Unit has in developing and assessing the formula used to determine which areas qualify for inclusion in the RAISE Programme. [13611/25]
View answerThe RAISE Programme in Northern Ireland is an initiative of the Department of Education in Northern Ireland. It is designed to support the implementation of the findings and recommendations on educational disadvantage contained in the “A Fair Start” report, prepared by an Expert Panel in Northern Ireland and endorsed by the Northern Ireland Executive in 2021.
It is a pilot programme designed to start the rollout of some measures to take a locality-based approach focused on communities and schools in areas of educational disadvantage in NI.
The design and implementation of education policies and programmes in NI are a matter for the Department of Education in Northern Ireland.
366. Deputy Darren O'Rourke asked the Minister for Education the measures the Shared Island Unit will take to monitor the impact of the RAISE Programme. [13612/25]
View answerA Memorandum of Understanding was signed by the Department of Education in Northern Ireland and my Department to deliver this pilot programme of cooperation on addressing educational disadvantage.
The Memorandum of Understanding sets out the framework for monitoring and reporting for the oversight and management of these projects, including RAISE, which is to be overseen by an Addressing Disadvantage Learning and Research Board with members drawn from both Departments of Education.
The Addressing Disadvantage Learning and Research Board receives updates on the delivery of RAISE and related areas of mutual learning.
367. Deputy Paul Murphy asked the Minister for Education if sufficient funding will be provided to two schools (details supplied) to ensure they can continue to operate. [13660/25]
View answerSacred Heart Junior School, Killinarden.
The Department of Education has been made aware of the current situation in relation to the financial position of the school.
The 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.
Sacred Heart Senior National School, Killinarden
The 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.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
370. Deputy Shay Brennan asked the Minister for Education when a place in an autism special school setting will be provided for a child (details supplied). [13699/25]
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.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
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.
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 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.
371. Deputy Jen Cummins asked the Minister for Education for a breakdown of expenditure of public funds to private schools; the purpose of the funding, in tabular form; and if she will make a statement on the matter. [13779/25]
View answerGross expenditure incurred by the Department of Education on salaries for teachers and special needs assistants in fee-charging schools was €143m for the 2023/24 school year. The allocation of teachers (in fee-charging schools) is outlined in Circular 0006/2025: Staffing Arrangements in Voluntary Secondary Schools for the 2025/2026 school year. The allocation ratio applicable to fee-charging schools is currently 23:1, which means that the Department pays the salaries of one teacher for every 23 pupils in these schools compared with one teacher for every 19 pupils in schools in the Free Education Scheme.
Capital supports (building-related and ICT grants), totaling €1.9m in 2024 are also available to such schools.
If the parents of children in the fee-charging sector chose to send their children to the schools in the free education system, the State would have to fund those school places. In this respect, the figures quoted relate to the gross cost of fee-charging schools and not the net financial position.
372. Deputy Robert O'Donoghue asked the Minister for Education given that children are accessing access and inclusion model support in early years settings, if she will clarify that these figures are being used when determining allocations for primary school ASD classrooms, special needs assistant support and resource teaching; and if she will make a statement on the matter. [13861/25]
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.
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.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students progress from primary level to post-primary.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Special classes established by the NCSE are established under a particular designation of student need, e.g., Mild/Moderate/Severe to Profound Learning Disability or for particular conditions e.g. autism or deaf/hard of hearing, as a result, a diagnosis and/or professional report is required in order for students to be enrolled. This ensures that these classes continue to meet the needs of the students for which they were intended.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special education provision and resources. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
Demand is also established at a local level by parents contacting the NCSE and providing professional reports for recommendations for special education provision. This allows the local special educational needs organiser (SENO) provide support and advice on the schools with available places in classes specific to the needs of the individual student but also to plan and consider what future provision is required.
It is however acknowledged by the NCSE that data on children accessing AIM supports would be beneficial and the NCSE and the Department of Children, Equality, Disability, Integration and Youth are working on a new data sharing agreement to allow this information be shared with the NCSE.
Forward planning by my Department and the NCSE has resulted in the establishment of sixteen new special schools and the sanctioning of almost 1,700 special classes in the last number of years. My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
373. Deputy Paul Donnelly asked the Minister for Education if she met with her Australian counterpart during her recent visit to Australia for St. Patrick's Day events. [13871/25]
View answerDuring my recent St Patrick’s Day trip to Australia, my itinerary had a strong educational focus. As well as meeting a number of Irish teachers currently working in Australia, I visited two schools and also engaged with the Ireland Funds Young leaders. I also met the E-Safety Commissioner, Julie Inman Grant, to discuss our plans to improve online safety for young people, and the Vice-Chancellor of the University of Canberra, Bill Shorten. I also met the Honourable Ben Carroll, Deputy Premier and Minister for Education of Victoria and we discussed curriculum reform, tackling educational disadvantage and supporting students with special educational needs to fulfil their potential. Unfortunately it was not possible to meet the Federal Minister for Education, the Honourable Jason Clare MP, during the trip.
