Written Answers Nos. 62-79
62. Deputy Darren O'Rourke asked the Minister for Education whether or not there is currently a budgetary constraint or recruitment freeze affecting the allocation and deployment of SNAs for the 2024/2025 academic year; and if she will make a statement on the matter. [21313/25]
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,
We have been steadily building on the number of special needs assistants (SNAs) in our education system. At the end of the 2024 school year there was over 22,000 SNAs in schools. Budget 2025 provides for an additional 1,600 SNA posts nationwide. This is the highest ever annual increase.
The NCSE will continue to prioritise the full allocation of the additional 1,600 SNA posts provided in Budget 2025 to support the 400 new special classes and 300 new special school places which will be available 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.
SNAs are a key support in mainstream schools, special schools and special classes, the number of which has doubled in recent years. Sixteen new special schools have also been established in recent years meaning there are now over 31,000 specialist places in schools for September 2025.
The NCSE manages the allocation of SNAs to schools and it is the responsibility of the NCSE to ensure that these resources are allocated to the children with the greatest level of need.
Each year schools are advised of their SNA supports, which indicates that the NCSE will undertake reviews to ensure that SNAs are allocated to the children with the greatest level of need.
Such reviews can see an increased or reduced level of support or no change in allocation. This has always been part of the work of the NCSE and is necessary to ensure that resources are allocated in line with the level of need.
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.
63. Deputy Darren O'Rourke asked the Minister for Education to clarify the role and remit of special educational needs organisers in the allocation of SNA hours/posts to schools, particularly in relation to recommendations for reduced timetables in the absence of appropriate supports; and if she will make a statement on the matter. [21314/25]
View answerIn recent years, the NCSE has undergone a significant transformational change. This has included a restructuring of the organisation and a 67% increase in its workforce, which combine to provide an increased and responsive support within communities.
At local level, the NCSE has doubled the number of support teams available to parents and schools, throughout the country, from a 10 team structure to a 20 team structure.
All special educational needs organisers (SENO) grades are now assigned on a county basis and undertake caseloads associated with that county only, on a reduced caseload basis.
To support these staff, additional administrative staff have also been allocated and this allows SENOs to concentrate on working directly with schools and families.
This allows for an integrated community-based service which is conducive to the development of key relationships between NCSE staff, parents, and schools in the provision of services to students with special educational needs.
The additional SENOs, additional administrative support and revised caseload allocations contribute to a comprehensive level of localised cover.
The special educational needs organisers are employees of the National Council for Special Education and as such my department does not have a direct input in relation to the role and remit of the SENO.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
64. Deputy Barry Ward asked the Minister for Education if her attention has been drawn to the discrepancy between student/teacher ratio criteria in junior and senior primary schools with DEIS Band 1 status (details supplied); if her office has received correspondence from a school principal that highlights a specific case; and if she will make a statement on the matter. [21315/25]
View answerTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth and for the Government. The DEIS Programme is a key policy of Government to tackle concentrated educational disadvantage at school level. The DEIS programme provides a targeted range of supports and is additional to the universal supports provided to all schools.
My department is investing over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme.
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. Schools in this band 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.
Evidence suggests that class size reduction is an area where educational policy can have a definite positive impact on student outcomes if adequately resourced and implemented in a planned manner with junior classes prioritised. The recent literature is largely in agreement with the earlier literature in terms of conditions of effectiveness. Specifically, those most likely to benefit are children in the early grades and those from disadvantaged backgrounds. Overall, evidence points to a modest increase in academic achievement with reduced class size, with the benefits being felt to a greater degree in junior classes.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. Information and application forms are available in Circular 0011/2025 on the Department website.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time. The new DEIS Plan will be evidence-informed, based on the findings from a range of studies, research and consultation events conducted in recent years. Key to the development of the DEIS Plan is consultation with school communities and other education stakeholders. Since early 2024, the Department of Education has consulted with principals, teachers, home school community liaison coordinators, school completion programme coordinators, parents, children and young people and other departments and agencies, on tackling educational disadvantage in schools.
65. Deputy Darren O'Rourke asked the Minister for Education when her Department expects refurbishment works at a school (details supplied) to be completed. [21324/25]
View answerThe large scale capital project at the school referred to by the Deputy is at Architectural Planning Stage 4 - Construction.
The project is in the final stage of construction, works on the school building are complete with some external works ongoing.
66. Deputy Darren O'Rourke asked the Minister for Education when her Department expects refurbishment works at a school (details supplied) to be completed. [21325/25]
View answerThe project to which the Deputy refers has been devolved for delivery to Cavan and Monaghan Education and Training Board (CMETB).
This project is currently at Stage 4 which is the construction stage.
It is envisaged that the project will be substantially completed in quarter three 2025 in accordance with the April 2025 Progress report from CMETB.
My Department will continue to engage with CMETB to progress this important project, and CMETB will directly engage with the school to keep them informed throughout.
67. Deputy Darren O'Rourke asked the Minister for Education when her Department expects refurbishment works at a school (details supplied) to be completed. [21326/25]
View answerThe large scale capital project at the school referred to by the Deputy is at Architectural Planning Stage 4 – Construction.
The project brief is to provide a new 14 Mainstream Classroom Special School and all ancillary accommodation.
The project commenced in April 2024 and works are progressing well on site, it is anticipated that construction will be complete in quarter 1, 2026.
My Department officials are keeping regular contact with the design team in order to maintain progression of the project.
68. Deputy Darren O'Rourke asked the Minister for Education when her Department expects refurbishment works at a school (details supplied) to be completed. [21327/25]
View answerA major building project for the school referred to by the Deputy is currently underway, and will deliver a new 1,000 pupil post-primary school and accommodation, including two classrooms, for children with special educational needs. The project is being delivered in two phases, under my Department's Design and Build.
The school commenced operation in the completed Phase 1 of the new school building in September 2022, which delivered accommodation for some 500 pupils. The project for Phase 2 of the new school, which is currently in construction is anticipated to be handed over in early Q3 2025. This will deliver the remainder of the school's accommodation.
My Department will continue to keep the school and its patron body updated as the phase 2 permanent project progresses.
69. Deputy Duncan Smith asked the Minister for Education to provide assurances that an individual (details supplied) will receive an offer of a school place for September 2025; and if she will make a statement on the matter. [21340/25]
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 is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
My department has requested the NCSE to work closely with schools and families to ensure that children can access these places as quickly as possible. My department has also written to all schools opening new special classes asking them to commence their admission processes as soon as possible.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
70. Deputy Roderic O'Gorman asked the Minister for Education if a school (details supplied) has been provided with sufficient teaching resources to make transition year available for all students who wish to undertake it; and if she will make a statement on the matter. [21363/25]
View answerTransition Year is a valuable programme for students and under the redevelopment of Senior Cycle programme, it is my ambition that in the future every student who wishes to avail of Transition Year will have the opportunity to do so.
This year, over 60,000 students are enrolled in TY programmes representing a record level of participation. Since 2018, the number of students choosing Transition year has increased by more than 14,000. The Programme for Government commits to promoting the expansion of the Transition Year programme and addressing the barriers faced by some students in accessing it.
My officials and I are currently working to identify barriers to participation and understand their causes and this work will inform my approach to making Transition Year accessible to all. Officials in my Department are working to make this a reality by assessing the level of unmet demand for access to Transition Year, identifying the causes, and determining how we can help schools close those gaps.
In late 2024, my Department conducted a survey with all post-primary schools to help identify the barriers to participation and assess the level of unmet demand for access to Transition Year. My officials are analysing the data collected from schools as we continue to explore how to achieve universal access for students who wish to avail of the valuable learning experiences that TY can provide.
Currently, the Transition Year programme is supported by the Transition Year Grant, which is paid on a per capita basis each year in addition to regular capitation payments to all post-primary schools in the free scheme. As part of the capitation package in Budget 2024, the rate of the Transition Year Grant was restored to the pre-2011 level of €100 per student in post-primary schools.
Transition Year is also supported through the payment of teachers’ salaries and the provision of capital funding to schools. The number of students in Transition Year is taken into account when the teaching allocation available to a school is determined, in line with the relevant circulars including Circulars 0008/2024, 0009/2024 and 0010/2024.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on my Department’s website.
A proportion of posts allocated to post-primary schools are determined on the basis of ratios of recognised pupils to teachers for the various approved programmes including Transition Year. The pupil teacher ratio (PTR) applicable in respect of Transition Year pupils is equal to the PTR applicable in respect of pupils enrolled in the Junior and Leaving Certificate programmes.
The deployment of teaching staff in schools, the range of subjects and programmes offered are in the first instance a matter for the school management authorities.
71. Deputy Cian O'Callaghan asked the Minister for Education the frequency with which the school planning areas reviewed; when the most recent review took place; the alterations, if any were made during that review; and if she will make a statement on the matter. [21384/25]
View answerThe school planning areas were developed for use with the department’s Geographic Information System (GIS) in 2008 and with the introduction of small areas in census 2011, these areas were amended to align with census small areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, census small areas and other local conditions.
The school planning areas provide a useful means of projecting demographic demand in a localised area or areas, thereby allowing the department to determine oncoming growth at a relatively localised level to inform recommendations and decisions on where additional school places may be needed.
In order to plan for school provision and analyse the relevant demographic data, the Department of Education divides the country into 314 school planning areas.
The department uses the geographic information system, which facilitates the analysis of data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
In recent years, due to the ability to geocode enrolment and child benefit data to small areas, my department has been conducting more granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. This demographic demand analysis factors in planning and construction activity in the residential sector which involves the analysis of data sources from local authorities and the CSO, along with engagement with local authorities. This ensures that schools infrastructure planning is keeping pace with demographic changes at a local level, where the picture can quickly evolve due to planned new residential development.
Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
To ensure alignment of school provision with rollout of additional residential development, the department liaises with all 31 Local Authorities in respect of the County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas. My department engages with all consultation phases of these plans to ensure that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision and that they are in line with objectives as identified in the National Planning Framework.
72. Deputy Cian O'Callaghan asked the Minister for Education when a school project will be delivered (details supplied); and if she will make a statement on the matter. [21393/25]
View answerSince 2020, my department has invested over €5.9 billion in our schools throughout the country, involving the completion of over 1,350 school building projects. Between projects currently under construction and projects moving to construction in the coming months, investments by the Department of Education are adding over 610,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The Programme for Government recognises the importance of strong capital investment in the school building programme and supporting this with enhanced allocations through the NDP process.
The project for the school referred to by the Deputy will form part of a campus project to be delivered under my Department's ADAPT 4 Programme which uses a professional external Project Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The ADAPT 4 Programme will be led by Integrated Project Teams (IPT’s), consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects. AECOM as the Programme Manager are overseeing the procurement and appointment of the IPTs, which is nearing completion.
Once the IPTs have been appointed, design work can commence as part of Stage 1 of the project. Applications for statutory approvals are made at Stage 2 (b) of Architectural Planning (Detailed Design).
My Department will keep the school and their patron body informed of the progression of this shared educational campus and will continue to liaise in relation to interim accommodation pending delivery of the permanent accommodation for the school.
73. Deputy Willie O'Dea asked the Minister for Education if she received correspondence (details supplied); when it is proposed to issue a response; and if she will make a statement on the matter. [21399/25]
View answerWhile the Deputy will appreciate that I cannot comment on individual or specific cases which are the subject of potential litigation, I can advise that the correspondence in question has been referred to the Chief State Solicitor's Office who I understand will respond in due course.
74. Deputy Séamus McGrath asked the Minister for Education her plans to increase the number of visiting teachers to children who have significant hearing loss in primary schools in County Cork (details supplied). [21407/25]
View answerMy department, either directly or through the National Council for Special Education, provides a range of supports in schools supporting children who are deaf or hard of hearing.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service forms part of the NCSE support service for schools, and visiting teachers are now recruited, deployed and managed by the NCSE.
My department provides funding to the NCSE to provide supports including 34 Visiting Teachers (VTs) in the visiting teacher service. The number of VTs has recently increased by 5 posts nationally from 29 to 34. This increase has resulted in a reduction nationally of the VTs’ caseloads.
Each Visiting Teacher works across the three sectors (Early years, primary and post-primary), form the age of diagnosis to the end of second level education.
At primary school level, the support provided by the VT may include:
· direct teaching, particularly in the areas of language and communication,
· modelling teaching approaches for mainstream and special education teachers contributing to the child’s school support plan in cooperation with parents and school staffs,
· assessing and recording the child’s progress in attainment of targets,
· empowering mainstream staff to deliver the curriculum by advising them of the potential educational and social impact of hearing loss or visual impairment on a child’s development,
· making recommendations and advising teachers on the use of assistive technologies, amplification equipment, low vision aids,
· advising on the acoustics (in the case of deafness) and safe environment (in case of visual impairment) in the classroom, and
· liaising with other professionals and agencies who provide services for children with hearing loss or visual impairment.
The visiting teachers prioritise their caseloads based on the level of need of the students, parents, families and schools. It would be expected that this level of need will vary from one year to the next, based on a number of factors, for example the capacity building within the school itself, the building of independence, motivation and self-esteem of students, level of support from SETs, as well as parental knowledge and competence.
Caseloads are continuously reviewed to ensure that the children and young people with the greatest level of need receive the greatest levels of support from VTs. A review of the caseloads in the Cork area was conducted in September 2024 and officials in the NSCE will be reviewing this again before the end of the current school year.
75. Deputy Cathal Crowe asked the Minister for Education if she will apply some principle of proportionality so that the current cohort of Leaving Certificate students, to be examined in June 2025, are not unfairly disadvantaged due to the planned reduction in grade inflation; and if she will make a statement on the matter. [21434/25]
View answerFollowing the implementation of calculated grades in 2020 and the dual approach of examinations and accredited grades in 2021, two types of intervention have been implemented in recent years: adjustments to examination and assessments arrangements, and a post-marking adjustment to outcomes. This post-marking adjustment has ensured that results in the aggregate have remained the same on average since 2021.
As is widely recognised, it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes. On 17 April 2024, the then-Minister announced that the return to normal Leaving Certificate outcomes would begin in 2025 and that it would be a gradual reduction in line with the commitment that there would be no “cliff-edge” in overall results on the aggregate.
I am very conscious of the stress of the exam period on students and do not want to add to this stress. While grade inflation must be reduced, it must be done in a way that is as fair as possible.
For 2025, therefore, the State Examinations Commission (SEC) will again apply a post-marking adjustment once marking is complete. This adjustment will bring results in the aggregate up to a point broadly midway between 2020 and 2021 levels.
This initial reduction is being done at a slower and more gradual pace than grade inflation occurred during the pandemic. Leaving Certificate grades rose by 4.4% in 2020, and in 2021 they rose by an additional 2.6%, bringing the overall increase to approximately 7 percentage points over 2019 levels. Results in the aggregate in 2025 are expected to be above 2019 levels by at least 5.5 percentage points on average.
This very gradual pace aims to minimise the impact on students as far as possible.
In addition, the examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025 and 2026. These assist students by leaving intact the familiar overall structure of the examinations, while incorporating additional choice for students in the examinations. In some cases, the adjustment measures provide more time for tuition by, for example, reducing preparatory work for practical examinations.
Access to higher education is a matter for the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). My Department is working closely with DFHERIS, which has emphasised it is strongly committed to supporting students as evidenced in the creation of additional places in a number of high-demand courses over the past number of years. These additional places have been created in medicine, nursing, pharmacy, and therapy disciplines among others. Further additionality is in place for 2025, including a new programme in dentistry.
It is important to note that the percentage of students receiving a CAO offer of one of their top three choice preferences is consistently high each year, over 80%. My Department has been advised that the proportion of higher education entrants who completed their Leaving Certificate the previous year is typically around 13% and that there are no indications at this time that the proportion of students applying with pre-2025 Leaving Certificate results varies significantly this year compared to previous years.
76. Deputy Alan Kelly asked the Minister for Education the amount of funding that has been provided to schools within Tipperary under the emergency works scheme in the years of 2024 and to date in 2025, in tabular form. [21458/25]
View answerThe amount of funding that has been provided to schools within Tipperary under the emergency works scheme in the years of 2024, and to date in 2025, totals €5.42 million and is broken down in tabular format below:
|
2024 |
€5.16m |
|
2025 |
€0.26m |
77. Deputy Jen Cummins asked the Minister for Education to clarify on reports that SENOs are approving an increase in allocations of SNAs in principle, but these supports cannot be put in place due to an insufficient budget; and if she will make a statement on the matter. [21507/25]
View answer78. Deputy Jen Cummins asked the Minister for Education for clarification on whether geographical areas have a quota in terms of SNA allocations in tabular form. [21508/25]
View answerI propose to take Questions Nos. 77 and 78 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.
We have been steadily building on the number of special need assistants SNAs in our education system. At the end of the 2024 school year there was over 22,000 SNAs in schools. Budget 2025 provides for an additional 1,600 SNA posts nationwide. This is the highest ever annual increase.
The NCSE will continue to prioritise the full allocation of the additional 1,600 SNA posts provided in Budget 2025 to support the 400 new special classes and 300 new special school places which will be available 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.
SNAs are a key support in mainstream schools, special schools and special classes, the number of which has doubled in recent years. Sixteen new special schools have also been established in recent years meaning there are now over 31,000 specialist places in schools for September 2025.
The NCSE manages the allocation of SNAs to schools and it is the responsibility of the NCSE to ensure that these resources are allocated to the children with the greatest level of need.
Each year schools are advised of their SNA supports, which indicates that the NCSE will undertake reviews to ensure that SNAs are allocated to the children with the greatest level of need.
Such reviews can see an increased or reduced level of support or no change in allocation. This has always been part of the work of the NCSE and is necessary to ensure that resources are allocated in line with the level of need.
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.
79. Deputy Ruairí Ó Murchú asked the Minister for Education when the implementation of the recommendations of the Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders will happen; and if she will make a statement on the matter. [21509/25]
View answerThe Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders recommended the establishment of a Commission of Investigation as its principal recommendation and this has been accepted by Government. The Report of the Scoping Inquiry made a number of further recommendations and a high level Inter-Departmental Group (IDG) was convened to examine those recommendations and to consider the terms of reference for the Commission of Investigation, in consultation with the Office of the Attorney General.
The IDG, chaired by the Secretary General of the Department of Education, includes high-level representation from the Department of the Taoiseach, Department of Education, Department of Public Expenditure, NDP Delivery and Reform, Department of Children, Equality, Disability, Integration and Youth, and the Department of Justice.
The terms of reference for this Group require that it advise on both the recommendations and the terms of reference for the Commission of Investigation for the Minister's consideration, following which she will bring a Memorandum to Government with proposed next steps. It is anticipated that this will take place in the coming weeks.
