Claire Kerrane
Question:402. Deputy Claire Kerrane asked the Minister for Education if a school (details supplied) will be included in the new DEIS Plus scheme for schools. [15277/25]
View answerDisadvantaged Status
Questions (402)
Written answers
Tackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level.
The DEIS programme provides schools with a targeted range of supports and is additional to the universal supports provided to all schools. My department is investing over €180 million annually to provide additional supports to almost 1,200 schools in the programme.
Within the DEIS programme, 306 primary schools with the highest concentrations of children at risk of educational disadvantage are included in DEIS Urban Band 1. These schools receive the highest level of support available. This includes a more favourable staffing allocation, DEIS grant funding and access to the Home School Community Liaison scheme and the School Completion Programme.
The recent OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland highlighted the role of the DEIS programme in providing an education system that consistently outperforms many other OECD countries but also exhibits relative socio-economic fairness, making it one of the stronger performers globally. However, the review also highlighted that important differences in outcomes persist for students who experience high levels of deprivation.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. Part of delivering this objective will be through the introduction of a new DEIS plus scheme in line with the Programme for Government commitment to support schools with the highest levels of disadvantage.
The introduction of DEIS plus will build on progress which has been made in recent years, including the targeted expansion of the DEIS programme which benefitted 361 schools, as well as the introduction of the free schoolbooks and the free hot school meals schemes as universal measures that will support children and young people at risk of educational disadvantage in both DEIS and non-DEIS schools.
My department has engaged with principals from a number of schools and has heard about the barriers to education faced by children from areas of high intergenerational disadvantage. I have asked my department to intensify its engagement with other government departments and agencies, the education partners, and stakeholders across the education sector to develop a plan for a DEIS plus scheme that will address these barriers, within an overall work programme to tackle educational disadvantage.
Special Educational Needs
Questions (403)
Claire Kerrane
Question:403. Deputy Claire Kerrane asked the Minister for Education if a school (details supplied) will be sanctioned for a special class, as requested by the SENO and school over a year ago. [15278/25]
View answerWritten answers
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 7 are in County Roscommon, 3 at primary and 4 at post primary level. This will add to the 48 special classes currently in operation in the county.
In County Roscommon 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.
Irish Language
Questions (404)
Paul Murphy
Question:404. Deputy Paul Murphy asked the Minister for Education the implications for a pupil who is granted an exemption from Irish in primary school, including what they should be doing during Irish class. [15291/25]
View answerWritten answers
I can advise the Deputy that as set out in the circulars on exemptions from the study of Irish (0054/2022 – Primary and 0055/2022 – Post primary) , “the decision to exempt a pupil from the study of Irish has very significant implications for his/her future learning and potential employment opportunities. Pupils should therefore be given every reasonable opportunity to participate in the learning of Irish for as long as possible in keeping with the integrated approach to language learning in the Primary Language Curriculum and also acknowledging that pupils at a young age adapt and improve over time. Normally, it is in the interests of the child to continue to study Irish at least to fifth or sixth class level before any decision is made to grant an exemption, so that he/she will have maximum opportunity to participate in the learning of Irish.”
The Frequently Asked Questions for Parents and for Schools that accompany the circulars on exemptions from the study of Irish include a question about the implications of not studying Irish with the following answer: “A certain standard of Irish is a requirement for entry to some third level courses and programmes of study. These rules are set by the third level institutions and may be subject to change. It is therefore important that students/parents are aware of such requirements. Information on third level entry requirements can be accessed on relevant college/university websites. Typically, at post-primary level, guidance teachers have access to this information.
CAO applicants are advised to check the CAO website for up to date information about language exemptions. See: www.cao.ie
Portals such as Careersportal (www.careersportal.ie) provide information on Leaving Cert Subjects. As all information is subject to change candidates are advised to check directly with any HEI, PLC or other training provider about the entry requirements of a course they wish to apply for.
All Primary teacher initial education programmes in state funded Higher Education Institutions have a requirement for a minimum standard of Irish, English and Mathematics. In addition Irish is a requirement for registration as a Primary teacher in Ireland. Further information is available at www.teachingcouncil.ie
The Official Languages (Amendment) Bill 2021 contains a requirement that 20% of new recruits to the public service be competent in the Irish language by 2030. This suggests that students who study Irish may have greater employment options in the Public Service sector.
Schools, parents/guardians and students should also note that some other employments, depending on their nature and/or location, may from time to time identify proficiency in Irish and/or a formal qualification in Irish as requirement for or an advantage in respect of appointment.
Parent’s and guardians are advised to bring any concerns to the school principal and ask how the school can best serve their child’s learning needs and help her make use of her time in school more efficiently in order to facilitate her access to appropriate education in the context of her interests, abilities and career potential”.
In respect of what students should be doing during Irish class, I can advise the Deputy that as set out in Section 3 of the circulars and in the accompanying guidelines for primary and post primary schools, “to support inclusive practices and in keeping with the principles underpinning language learning in primary schools, a pupil who is exempt from the study of Irish should be included in a meaningful way in aspects of Irish language and cultural activities in line with his/her ability and interests”.
The circular also states that schools, “where appropriate, should take account of the literacy learning needs of pupils who are exempt from the study of Irish when deploying available special education teaching resources”.
For pupils with significant educational needs, such as those which would meet the criteria for an exemption from the study of Irish, the school will be providing support in accordance with Guidelines for supporting pupils with Special Educational Needs in Mainstream Schools (www.gov.ie/en/publication/56c43-supporting-pupils-and-students-with-special-educational-needs-guidelines-for-schools/) and with Special Educational Needs: A continuum of Support. (www.gov.ie/en/collection/dca316-special-education-needs-a-continuum-of-support/). Schools undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans. It is the results of this approach which informs intervention and provision of any additional support. The granting of an Irish exemption emerges from this process. Therefore, the school will have evidence on an individual’s Student Support file to allow them to plan for the deployment of appropriate supports to the pupil which may occur during the time that their classmates are studying Irish as appropriate.
Section 4 of the circulars state that “A pupil who has no understanding of English when enrolled should be provided with intensive English as an Additional Language (EAL) in preparation for his/her full engagement with the curriculum at a level commensurate with his/her ability”.
It should be noted that the circulars also provide students with the option not to exercise the exemption granted, without any loss of the right to exercise it at a future time.
Teacher allocations to all schools are approved annually by the department in accordance with established rules based on recognised pupil enrolment. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities. It may not always be practical for a school to offer an alternative course of study at post primary level in the case of students who hold an exemption from the study of Irish.
Full details on exemptions from the study of Irish including circulars, application forms, guidelines, Frequently Asked Questions, Reports and Statistics are available on the website here: gov.ie - Apply for an Irish exemption
Special Educational Needs
Questions (405)
Paul Murphy
Question:405. Deputy Paul Murphy asked the Minister for Education if sufficient supports in school are being provided for a pupil (details supplied) with dyslexia. [15292/25]
View answerWritten answers
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.
By the end of the year there will be over 20,800 special educational teachers and 23,400 special needs assistants (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 (SET) posts for the next school year have recently been provided to schools and SNA allocations will be confirmed by the NCSE to schools in quarter two this year.
The department recognises the importance of providing well-timed and appropriate support to students with identified learning needs.
Schools are frontloaded with ring-fenced SET resources for the purpose of supporting students with an identified special education learning need. The allocation allows schools to provide additional teaching support for students who require such support.
It is a matter for schools to deploy SET resources effectively to meet the needs identified in student support plans, based on the continuum of support framework. Any school that has any concerns on their allocation can engage with the NCSE. The NCSE will provide support to schools as required and will examine if the allocation is sufficient to meet the identified needs of all children and young people enrolled.
Where the NCSE identifies the need for additional resources, my department will immediately approve the identified increase so that it is available to the school ahead of the 2025/26 school 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.
School Admissions
Questions (406)
Ivana Bacik
Question:406. Deputy Ivana Bacik asked the Minister for Education to examine the case of applications for persons related to a school (details supplied); and if she will make a statement on the matter. [15349/25]
View answerWritten answers
In accordance with the Education Act 1998, schools are managed by Boards of Management on behalf of the relevant school patrons. Under the provisions of the Education (Admission to Schools) Act 2018, all schools have admissions policies, which have been approved by the patron. All schools must publish their admissions policy on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent. Templates have been provided by the Department for all schools to ensure consistency and compliance with the act.
The admissions policy, including the selection criterion to be used where the school is oversubscribed, must comply with the 2018 act, be non-discriminatory and be applied fairly in respect of all applicants.
All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. The department does not seek to intervene in the selection criterion that is applied by schools.
Where a school is oversubscribed in any particular year, they must compile a waiting list of students whose applications for admission to the intake group were unsuccessful due to the school being oversubscribed. The school must use this list to fill any vacancies arising during the school year in question only. The Department will follow up with the school to ensure that they are aware of the requirements in this provision of the act.
It may also be of some assistance to know that Túsla Education Support Services (TESS) the Educational Welfare Service is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link https://www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
Schools Administration
Questions (407)
Ivana Bacik
Question:407. Deputy Ivana Bacik asked the Minister for Education following a statement issued on 19 March 2025 (details supplied), if she will clarify the timeline and process whereby it is proposed to change a school into a Gaelcholáiste; and if more information will be provided to public representatives, staff and the school community. [15350/25]
View answerWritten answers
My Department is currently working with the Edmund Rice Schools Trust, as the patron of Synge St CBS, and the school management on the transition of Synge St CBS from a single sex, English medium school to a co-educational, Gaelcholáiste to meet the growing demand for a co-educational Gaelcholáiste in the Dublin 2, 4, 6 and 8 area.
This first phase of this transition will involve the 1st year intake only in September 2026. My Department is currently engaging with the school patron with respect to proposed capital investment at the school which will include the facilitation of the transition of the school to a co-educational Gaelcholaiste beginning in September 2026. Provision is also being made for students currently learning through English and who are preparing for state examinations as they progress through the school.
At a practical level, staff from my Department visited the school recently and met with the school staff to discuss their career opportunities and options as the school transitions to a Gaelcholáiste.
Staff from an Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG), and Oide, the Department of Education funded teacher professional learning (TPL) service, also met with the staff.
They outlined the professional learning opportunities available to staff to support them in teaching through the medium of Irish, both in terms of language competence and pedagogy.
COGG and Oide will both be available to provide support to staff who are interested in remaining in the school and teaching through the medium of Irish.
These supports for staff will continue as the project progresses.
Special Educational Needs
Questions (408, 409)
Catherine Ardagh
Question:408. Deputy Catherine Ardagh asked the Minister for Education to confirm if a special school (details supplied) will be opening a secondary school on their grounds; and if she will make a statement on the matter. [15378/25]
View answerCatherine Ardagh
Question:409. Deputy Catherine Ardagh asked the Minister for Education the reason a special school (details supplied) currently does not have a follow-on secondary school for pupils; and if she will make a statement on the matter. [15379/25]
View answerWritten answers
I propose to take Questions Nos. 408 and 409 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.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, eleven new special schools have been established in recent years and capacity has been expanded in a number of others. Five more special schools will be established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2026/27 school year. It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, the department and NCSE are reviewing all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children seeking a special school place in a region.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation in County Dublin and indeed nationwide as to where new special schools are required.
Question No. 409 answered with Question No. 408.
Early School Leavers
Questions (410)
Michael Cahill
Question:410. Deputy Michael Cahill asked the Minister for Education if she will continue to financially support, and endorse, the successful roll out across County Kerry, and throughout the country, of the School Leavers Programme (details supplied); and if she will make a statement on the matter. [15394/25]
View answerWritten answers
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 School Leavers Programme is not under the remit of my department and matters in relation to this programme should be directed to the Department of Further and Higher Education, Research, Innovation and Science.
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.
School Staff
Questions (411)
Cathal Crowe
Question:411. Deputy Cathal Crowe asked the Minister for Education if she will intervene to examine the anomaly in the pay and conditions of an acting principal (details supplied). [15401/25]
View answerWritten answers
The terms for retaining an acting allowance on a personal basis are set out in section 16 of Chapter 3 of Circular 0044/2019:
16. Retention of Post of Responsibility Allowances on a Personal Basis:
16.1 Where an acting Principal, acting Deputy Principal, acting Assistant Principal I or acting Assistant Principal II post is held for a period in excess of five consecutive school years, the acting-up allowance shall be retained on a personal basis. An acting appointment for career break or job-share is excluded. If the acting arrangement continues in excess of a period of five school years, the acting post holder will retain the allowance on a personal basis. The acting post holder is not eligible to retain the allowance if he/she voluntarily relinquishes the acting post.
Circular 0044/2019 was agreed under the auspices of the Teachers’ Conciliation Council, a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council is composed of representatives of the teacher representative bodies, school management, the Department of Education and Department of Public Expenditure and Reform, chaired by an official of the Labour Relations Commission.
As regards the procedures in place covering the appointment of a person to an acting post of responsibility, including the role of Principal, section 12.6 (covering short term acting posts) and section 12.7 (covering long term acting posts) of Chapter 3 of the circular sets out the provision as regards the filling of such acting posts, and provides that, in schools with 3 or more teachers, a Deputy Principal should be promoted to fill an acting Principal's post in the absence of the Principal teacher owing to illness or other cause. Should the Deputy Principal refuse to take the Acting Principal’s post his/her Deputy Principal’s allowance shall cease to be paid for the duration of the acting post.
The normal practice in the public service that the decision of the trade union recognised as holding representative rights for a particular grade or sector will determine the position for all relevant staff in that grade/sector.
The current pay agreement, in place until June 2026 (PSA 2024-2026) provides for a local bargaining process which provides a mechanism for the parties to deal with outstanding adjudications, commitments, recommendations, awards and claims.
Amendments to Teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions or through the Teachers Conciliation Council (TCC) forum. Any review can occur only under those processes.
As part of the terms and conditions of employment, a teacher can apply for both statutory and non-statutory leave. Leave types such as maternity leave, parental leave and carer’s leave are statutory leave types and the rights of an employee to take such leave are provided for under legislation The terms and conditions of each leave type are detailed in the applicable leave circulars. Although the employer can grant/deny leave applications, once entitlement to statutory leave is determined an employer must adhere to the relevant legislative requirements.
A search of the records held by the Department in relation to the individual named shows that, according to the Department’s records, the individual teacher in question has not satisfied the current criteria under which an allowance may be retained on a personal basis, i.e. that they will have acted for in excess of five consecutive school years. Therefore, in accordance with the circular, they are not eligible to retain the allowance on a personal basis.
Special Educational Needs
Questions (412)
Barry Ward
Question:412. Deputy Barry Ward asked the Minister for Education the position regarding the application for funding to provide a SEN classroom in a school (details supplied); and if she will make a statement on the matter. [15422/25]
View answerWritten answers
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 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 228 are at primary and 108 at post primary level. Of these 66 are in County Dublin, 48 at primary and 18 at post primary level. This will add to the 602 special classes currently in operation in the county.
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. While the current focus is on securing further primary special classes, it is considered that additional post-primary special classes will be a key focus for the school year 2026/2027 and beyond.
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.
Departmental policy is that special education provision should be made in State funded recognised schools (free-scheme schools) in the first instance. It is only where there is insufficient capacity in free scheme schools that the NCSE will engage with fee charging schools in order to provide special classes. It is however recognised that in certain school planning areas, the NCSE may need to consider engaging with fee-charging schools in relation to the provision of special classes for the 2026/27 school year and beyond.
The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
School Facilities
Questions (413)
Séamus McGrath
Question:413. Deputy Séamus McGrath asked the Minister for Education to outline possible funding options for a secondary school in County Cork (details supplied) to carry out adaptation works to its sports hall to ensure disability accessibility. [15434/25]
View answerWritten answers
As the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening. The EWS operates on the basis of a minimal scope works to address the emergency situation.
The option is open to the school in question to submit an application for funding under the Emergency Works Scheme (EWS) for any required works which the school considers would fall under the remit of the EWS. To make an application schools must complete the online Emergency Works Application Form available through the Esinet system.
School Accommodation
Questions (414)
Richard Boyd Barrett
Question:414. Deputy Richard Boyd Barrett asked the Minister for Education further to Parliamentary Question No. 359 of 25 March 2025, and respecting that existing accommodation must be used to meet the demand for special school places in north Dublin, the reason her Department is seeking to use prefabricated buildings on outdoor space belonging to an existing school rather housing the new school in "phase 2" of that same existing school, given that the latter proposal is supported by the school, is consistent with inclusive education policy, and would provide better learning conditions for the staff and students of the new school and considering that both proposals qualify as making use of existing accommodation; and if she will make a statement on the matter. [15523/25]
View answerWritten answers
Further to Parliamentary Question No. 359 of 25 March, I wish to advise the Deputy that there is a requirement for significant increases in mainstream and special class enrolments in the post primary school in question in 2025/26 and future years. The special school will also be required to substantially grow enrolments over the coming years to meet pressing requirements for special school places. This reflects the importance of using modular accommodation for the special school in order to maximise available special school, special class and mainstream places.
The post primary school has offered the use of some of the new school building. This proposal however would provide about 20% less usable space for the special school than the modular accommodation. There would also be significant technical issues involved with repurposing it to meet the needs of the special school. It would also impact on the requirement for significant growth in mainstream enrolments at the school and special classes.
The Department had a constructive meeting with the school patron and the school on 25th March in relation to the arrangements for opening the new special school at the campus. Further engagement has been agreed with a view to finalising the practical arrangements over the coming short period.
School Admissions
Questions (415)
Marian Harkin
Question:415. Deputy Marian Harkin asked the Minister for Education if a school place will be provided for a person (details supplied); and if she will make a statement on the matter. [15559/25]
View answerWritten answers
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 is working closely with the student’s family regarding options for school placements and other special education supports for the coming academic year.
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 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 4 are in Sligo, 3 at primary and 1 at post primary level.
This will add to the 32 special classes currently in operation in the county. There are also 2 special schools in Sligo with approximately 130 students enrolled.
In Sligo 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 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.
School Enrolments
Questions (416, 417, 418)
Matt Carthy
Question:416. Deputy Matt Carthy asked the Minister for Education the number of students that will be enrolled into the interim special school in County Monaghan in September 2025; if there is capacity at the site of that school to increase enrolment numbers; and if she will make a statement on the matter. [15562/25]
View answerMatt Carthy
Question:417. Deputy Matt Carthy asked the Minister for Education the number of expressions of interest seeking to secure a place for a child in the interim special school in County Monaghan; and if she will make a statement on the matter. [15563/25]
View answerMatt Carthy
Question:418. Deputy Matt Carthy asked the Minister for Education the process that will be applied to determine which students are enrolled in the interim special school in County Monaghan in the event that there are more eligible applicants than available spaces; and if she will make a statement on the matter. [15564/25]
View answerWritten answers
I propose to take Questions Nos. 416, 417 and 418 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.
As you are aware five new special schools will be established for the next school year, two in County Dublin and one each in counties Cork, Monaghan and Tipperary. This will bring to 129 the number of NCSE supported special schools in the country.
Dedicated working groups have been established by my department to work through the details in relation to the establishment of the new special schools, including the new special school in County Monaghan. The schools are presently advertising for their principal posts. This role is critical to the special schools advancing their enrolment policies and procedures as agreed with the school patron, which in the case of the Monaghan special school is the Cavan and Monaghan Education and Training Board (CMETB).
Each special school publish their admission notice which sets out the number of places available for each enrolment intake. It is a matter for each school to set their own selection criteria in the event that there are more applicants than places available. These details are set out clearly for parents in the published admission notice and admissions policy for the new special school. My Department understands that the new special school will initially admit 18 students and the application window for admissions closed on 31 March.
Special schools generally operate on the basis of 1 teacher and at least 2 SNAs per class grouping of 6 children. Further supports can be provided if required to meet the needs of the children enrolling in the school.
My Department and the local ETB will continue to review and assess the accommodation options available to allow the new special school grow and expand over the next few years.
Parents and families looking to apply for admission to the new special school will be supported and guided by the NCSE at local level and kept updated on developments. The local ETB and NCSE have held information events with interested parents of children who may require a special school place.
I want to assure you that my 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.
Question No. 417 answered with Question No. 416.
Question No. 418 answered with Question No. 416.
Question No. 419 answered with Question No. 383.
School Transport
Questions (420)
Eamon Scanlon
Question:420. 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; and if she will make a statement on the matter. [15648/25]
View answerWritten answers
The 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.
The School Transport 2030 report, which was published in early 2024 marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. The recommended changes to the future operation of the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. A phased implementation of the review’s recommendations began at the start of the 2024/2025 school year.
As indicated at the time of the launch of the review, a number of pilots were being considered by the Department in conjunction with the Department of Transport and Bus Éireann. As also indicated at the time of the launch of the review, it was intended that following closure of the application process for the 2024/2025 school year consideration would be given to further potential pilots.
A total of 14 pilot projects are underway this school year. These pilots are currently being evaluated and they will provide valuable insights into the impact of increased demand on the scheme, the potential for integrating public transport with school transport services, and opportunities to promote more sustainable modes of transport. The findings from the evaluation will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
Further information on plans for the 2025/2026 school year will be available shortly.