Written Answers Nos. 381-400
381. Deputy Charles Ward asked the Minister for Education if she will make changes to the school transport rules which will allow students doing a PLC course in their local secondary school to access school transport (details supplied); and if she will make a statement on the matter. [15099/25]
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.
The School Transport Schemes funded by my Department are intended to cater for children and young persons who attend schools at primary and post primary level until the end of the school year in which they reach their 18th year.
As PLC learners have progressed from second level education, such incidental transport provision for these learners is no longer considered by the Department.
Based on the details supplied by the Deputy for the pupil referred, an application for school transport would not come within the remit of the School Transport Schemes.
382. Deputy Martin Daly asked the Minister for Education if she will examine the case for the emergency works application (Details supplied), due to significant issues with mould and damp at the school; if she will expedite the process given the potential health risks for students and staff; and if she will make a statement on the matter. [15101/25]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for roof works.
The application in question is currently being reviewed by the EWS team. Once this review process is complete the EWS team 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.
383. Deputy Martin Kenny asked the Minister for Education to intervene to provide adequate speech and language therapy services at a school (details supplied), to stop the erosion of this much needed resource at the school, which has been consistently downgraded over the last number of years; and if she will make a statement on the matter. [15106/25]
View answer419. Deputy Marian Harkin asked the Minister for Education to confirm the continuation of the speech and language class at a school (details supplied); and if she will make a statement on the matter. [15572/25]
View answerI propose to take Questions Nos. 383 and 419 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.
Students with Developmental Language Disorder (DLD) or Speech Sound Disorder (SSD) have access to speech therapy services either through the speech and language therapy services provided in special class settings by the Health Service Executive (HSE), or through the HSE’s primary care service. There are currently 63 special classes nationwide for children with a DLD or SSD. The provision of therapy services for the classes referred to by the Deputy is a matter primarily for the HSE.
As the HSE provide speech and language therapy to students in these classes the opening and retention of such classes is contingent on the availability of HSE resources. For this reason close engagement and coordination occurs among stakeholders at a local level. I have asked the NCSE to liaise with the school and provide support and advice in this regard.
Importantly, students with specific speech and language difficulties that are not enrolled in a special class may qualify for additional teaching support under the school's special education teaching support provision. 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.
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 also offer dedicated professional learning opportunities for teachers supporting students with additional needs.
It is important to me and this Government that we build on the initiatives recently introduced to ensure that no matter where a child is enrolled they have access to the required supports to enable them to achieve their educational goals. An example of this is the Educational Therapy Support Service (ETSS) which sees 39 occupational and speech and language therapy posts embedded within the NCSE. The service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of all students.
While the provision of clinical therapy supports to children is the responsibility of the HSE, my department is working with the Department of Health, the Department of Children, Disability and Equality and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports across both health and education.
384. Deputy Peter 'Chap' Cleere asked the Minister for Education for an update on emergency works applications for a school (details supplied). [15108/25]
View answerAs noted the school to which the Deputy refers submitted applications for funding under the Emergency Works Scheme (EWS) for life safety systems and roof works.
The applications in question are currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team 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.
385. Deputy Pádraig Rice asked the Minister for Education the plans to provide additional special education classes in an area of County Cork (details supplied); her plans to increase the capacity of the special school in the area; if the National Council for Special Education has engaged with local schools in respect of need; and if she will make a statement on the matter. [15120/25]
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.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 51 are in Cork, 33 at primary level and 18 at post-primary level. This will add to the 563 special classes currently in operation in the county.
There are also 16 special schools in Cork with approximately 1,000 students enrolled. One of the five new special schools for the 2025/26 school year will open in Cork. This new special school has recently advertised for a principal and will open for enrolment shortly. Plans are progressing to expand capacity at other special schools as well. In particular, my Department is engaging with Cork ETB to expand provision at both Rochestown and East Cork Community Special Schools.
In County Cork and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further special 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.
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.
386. Deputy Louise O'Reilly asked the Minister for Education if she is aware of a mechanism whereby a school parents’ association can ensure that there is engagement from the board of management of the school; if her Department offers impartial mediation support; and if she will make a statement on the matter. [15126/25]
View answerUnder the Education Act 1998 the Board of Management of a school is the body charged with the direct governance of a school. The Board of Management is accountable to the Patron of the school.
While the Department of Education provides funding and policy direction for schools, the Department does not have the power to instruct schools to follow a particular course of direction with regard to individual complaint cases. The Department's role is to clarify for parents and students how their grievances and complaints against schools can be progressed.
A school may have a formal complaints process in which case this should be followed in pursuing any complaint.
Where a parents's association is of the view that a school's board of management has failed to investigate or adequately investigate a complaint, the matter can be raised directly with the Chairperson of the board of management by correspondence marked "Private and Confidential".
If this complaint route is not satisfactory to the parents' association there is also the option of raising a complaint with the Ombudsman for Children. The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education, provided that the school's complaints procedures have been followed. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or, may have, adversely affected a child.
Further information is available on the gov.ie website: https://www.gov.ie/en/policy-information/complaints-about-schools/
387. Deputy Eoghan Kenny asked the Minister for Education if a school (details supplied) will open a special educational needs classroom for the academic year 2025-2026; and if she will make a statement on the matter. [15137/25]
View answer388. Deputy Eoghan Kenny asked the Minister for Education if a school (details supplied) will open a special educational needs classroom for the academic year 2025-2026; and if she will make a statement on the matter. [15138/25]
View answerI propose to take Questions Nos. 387 and 388 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 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.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 51 are in County Cork, 33 at primary and 18 at post primary level.
This will add to the 563 special classes currently in operation in the county. There are also 16 special schools in Cork with approximately 1,000 students enrolled. One of the five new special schools for the 2025/26 school year will open in North Cork. These schools will open for enrolment shortly.
In County 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.
Schools not sanctioned this year will remain as a potential option for future classes. Local SENOs remain available to assist and advise parents of children with special educational needs.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
389. Deputy Peter 'Chap' Cleere asked the Minister for Education the steps being taken to give school secretaries access to the public service pension schemes and other leave schemes, in view of the fact that teachers and special needs assistants are in receipt of these schemes; and if she will make a statement on the matter. [15140/25]
View answerThe Department of Education has been providing a payroll service for former grant funded school secretaries with effect from 1st September 2023. The provision of this payroll service is part of a package agreed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC) in 2022. The agreement provided for secretaries, who signed up for the package, to be moved to a pay scale aligned with that of Grade III/CO and for some enhanced terms and conditions including improved leave entitlements and maternity provisions. This was implemented under Circular 0036/2022. The agreement however did not grant public servant status to school secretaries and therefore this cohort do not have access to the Single Public Service Pension Scheme.
The school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the Department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source. Secretaries who wish to avail of this option can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
Any changes to the terms and conditions agreed for these secretaries under Circular 0036/2022 can occur only under industrial relations processes and any such proposals would need to be considered in detail by this Department and the Department of Public Expenditure, NDP Delivery and Reform.
390. Deputy Robert O'Donoghue asked the Minister for Education if she will provide an update on the installation of the promised prefab building at a school (details supplied), which is intended to accommodate a general-purpose hall and a classroom; the reasons for the delay; the steps being taken to resolve the issue; and if she will make a statement on the matter. [15181/25]
View answerThe scope of works and associated costs are currently being finalised by the Design Team and Programme Manager, for submission to my Department. Upon review and approval, the modular building can then be installed, providing additional accommodation for the school referred to by the Deputy.
391. Deputy Thomas Gould asked the Minister for Education the number of SNA posts sanctioned in Cork for the 2024-2025 school year; and the number currently filled. [15206/25]
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 has responsibility for the allocation of special need assistant (SNA) nationwide therefore I have asked the NCSE to reply directly to your request for statistical data. It is important to remember that when the NCSE allocates a SNA post, the board of management as the employer, is responsible for filling the vacancy. The decision on whether to employ a full time SNA to fill a full-time post or to employ an equivalent number of part time SNAs rests with the employer.
By the end of the year there will be over 20,800 special educational teachers and 23,400 SNAs in our mainstream classes, special classes and special schools. This will mean we will have over 44,200 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. Allocations of special education teaching posts for the 2025/26 school year have recently been provided to schools and SNA allocations will be confirmed by the NCSE to schools in quarter two this year.
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.
392. Deputy Grace Boland asked the Minister for Education the number of autism places available in primary schools in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, St. Margaret’s, Meakstown and north Santry, in tabular form; and if she will make a statement on the matter. [15264/25]
View answer393. Deputy Grace Boland asked the Minister for Education the number of autism places available in post primary schools in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, St. Margaret’s, Meakstown and north Santry, in tabular form; and if she will make a statement on the matter. [15265/25]
View answer394. Deputy Grace Boland asked the Minister for Education the number of children on waiting lists to access autism places in primary schools in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Meakstown, Rolestown, St. Margaret’s and north Santry, in tabular form; and if she will make a statement on the matter. [15266/25]
View answer395. Deputy Grace Boland asked the Minister for Education the number of children on waiting lists to access autism places in post primary schools in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Meakstown, Rolestown, St. Margaret’s and north Santry, in tabular form; and if she will make a statement on the matter. [15267/25]
View answerI propose to take Questions Nos. 392, 393, 394 and 395 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.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 66 are in Dublin, 48 at primary and 18 at post primary level.
This will add to the 602 special classes already sanctioned in Dublin, 455 in primary and 147 at post-primary level.
A complete list of special classes are available on the NCSE website.
In County 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.
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 does not have access to information on waiting lists for admission to schools. This is a matter for each school and the NCSE can access this information to assist with the forward planning of special education provision if necessary. All schools were asked to support NCSE access this information in Circular letter 0080/2024 issued by my Department to all schools.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
396. Deputy Grace Boland asked the Minister for Education the number of reading school places available in primary schools in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, Meakstown, St. Margaret’s and north Santry, in tabular form; and if she will make a statement on the matter. [15268/25]
View answer397. Deputy Grace Boland asked the Minister for Education the number of reading school places available in primary schools in Swords, in tabular form; and if she will make a statement on the matter. [15269/25]
View answer398. Deputy Grace Boland asked the Minister for Education the number of children on waiting lists to access a reading school place in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, St. Margaret’s, Meakstown and north Santry, in tabular form; and if she will make a statement on the matter. [15270/25]
View answer399. Deputy Grace Boland asked the Minister for Education the number of children on waiting lists to access a reading school place in Swords, in tabular form; and if she will make a statement on the matter. [15271/25]
View answer400. Deputy Grace Boland asked the Minister for Education if she will provide details of plans to open additional reading school places in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, St. Margaret’s, Meakstown and north Santry for the 2025/2026 academic year; and if she will make a statement on the matter. [15272/25]
View answer401. Deputy Grace Boland asked the Minister for Education if she will provide details of plans to open additional reading school places in Swords for the 2025/2026 academic year; and if she will make a statement on the matter. [15273/25]
View answerI propose to take Questions Nos. 396, 397, 398, 399, 400 and 401 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 attached document provides a list of the fourteen reading classes and four special schools that 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 to support students with specific learning disabilities.
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 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.
