Written Answers Nos. 329-348
329. Deputy Michael Cahill asked the Minister for Education and Youth if her Department will investigate a matter (details supplied) and urgently advise of the reason for such a disparity of services between Cork and Kerry; if Kerry's children are not as equally deserving of crucial early intervention; and if she will make a statement on the matter. [35190/25]
View answerEnabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in preschools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary.
Where the NCSE identifies need for an early intervention class, the class is sanctioned, and supports are provided by my department to ensure the school can accommodate the class.
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.
330. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of children in the past five years that have left school before completing the Leaving Certificate or LCA; whether they were in mainstream school, special education, DEIS or private schools, in tabular form. [35209/25]
View answer331. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of children by age leaving school in the past five years that have left school before completing the Leaving Certificate or LCA, in tabular form. [35210/25]
View answer332. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of children who left school in the past five years before completing the Leaving cert or LCA; and who continued on to a form of further education pathways. [35211/25]
View answerI propose to take Questions Nos. 330, 331 and 332 together.
The most recent school completion figures available concerns the students who began their post primary education in 2017. This cohort were due to complete their Leaving Certificate in the academic years 2021-22 or 2022-23. Percentage figures for the 2018 cohort finishing in 2023-24 are yet to be published.
Leaving Certificate Rates
|
Year Post Primary Education Commenced |
% who left school prior to completing Leaving Cert |
|
2013 |
91.3 |
|
2014 |
91.5 |
|
2015 |
92.1 |
|
2016 |
91.7 |
|
2017 |
90 |
Leaving Certificate Applied Rates
|
Year Post Primary Education Commenced |
% who left school prior to completing Leaving Cert Applied |
|
2013 |
76.9 |
|
2014 |
77.9 |
|
2015 |
79.5 |
|
2016 |
80 |
|
2017 |
79 |
DEIS % Figures Leaving Certificate Rates
|
Year Post Primary Education Commenced |
Early Leavers % Leaving Cert DEIS |
Early Leavers % Leaving Cert non-DEIS |
|
2013 |
83.8 |
93.1 |
|
2014 |
84.8 |
93.4 |
|
2015 |
86.1 |
93.7 |
|
2016 |
85 |
93.4 |
|
2017 |
83.4 |
92.1 |
Breakdowns by DEIS status for the LCA pathway are not available.
Retention rates for private schools are not available to the Department, nor are breakdowns by special education or mainstream pupils.
Transition rates from post-primary to higher education pathways are available but not for those who leave before their Leaving Certificate specifically.
Tusla is responsible for maintaining a register of all children who are home educated or who attend a school that does not fall under the definition of a ‘recognised school’ as set out in the Education Act 1998.
Tusla has established the Alternative Education Assessment and Registration Service (AEARS), which has oversight of the regulation of provision for education in places other than recognised schools. The legal basis for carrying out assessments in places other than recognised schools is under Section 14 of the Education (Welfare) Act, 2000.
Children under the age of 16 who leave a recognised school for an alternative education setting must register with AEARS for inclusion on the Section 14 register. These children are entitled to and can choose to sit the Junior Certificate and Leaving Certificate examinations.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive. The NCSE, through its network of local special educational needs organisers, is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs. In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
Reports detailing retention rates in our post primary schools can be found here:
www.gov.ie/en/department-of-education/collections/retention/
333. Deputy Ciarán Ahern asked the Minister for Education and Youth her views on a matter of policy (details supplied) affecting wage increments for teachers; and if she will make a statement on the matter. [35241/25]
View answerI refer to your correspondence on behalf of a primary teacher regarding incremental credit for prior primary teaching service.
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC). The relevant circular applying here is 10/2001.
The teacher to whom you refer was teaching Junior Infants and was not a qualified primary teacher when they completed their prior service. This teacher was completing their PME whilst working at the school in question and did not qualify as a primary teacher until 2020, which was after they had left the post at that school.
334. Deputy Cian O'Callaghan asked the Minister for Education and Youth if she will reconsider the teacher allocation in a school (details supplied) where the pupil intake has increased since last year; and if she will make a statement on the matter. [35285/25]
View answerThe 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 primary staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location. It is an important feature of the staffing schedule that all schools are treated equally and fairly.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule improved from 26:1 five years ago to 23:1 for the current school year; the lowest ever ratio at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition, there has been a three-point reduction in the retention schedule, which has helped schools that would otherwise be at risk of losing teaching posts.
Average class sizes in primary schools have improved from 24.1 to 22.5 in that time, while the ratio of pupils to teachers has improved from 15:1 to 12.8:1, through the investment we are making in schools.
The school referred to by the Deputy is due to have a reduction in teaching posts for the 2025/26 school year due to a fall in enrolments.
The staffing arrangements includes an appeals mechanism for schools to submit a staffing appeal under certain published criteria.
The staffing appeals criteria are set out in Circular 11/2025, and they include specific appeals for small schools, enrolments in the previous October, projected enrolments, accommodation difficulties, infant class sizes, and language support.
The school referred to by the Deputy submitted a staffing appeal to the March meeting of the Primary Staffing Appeals Board under the projected enrolments criteria. Having considered the staffing appeal from the school, the Primary Staffing Appeals Board determined that the grounds of the appeal did not meet the requirements set out in Circular 0011/2025. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
Class sizes in schools are affected by a variety of factors, including enrolment fluctuations and accommodation available.
Schools are best placed to determine the appropriate numbers in any class and so the configuration of classes and the deployment of classroom teachers are done at local school level.
My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
I am considering how best to make further progress, as part of the annual budgetary process, in reducing the primary pupil teacher ratio in the context of Programme for Government implementation
335. Deputy Cian O'Callaghan asked the Minister for Education and Youth what recourse is available for a parent where their child has additional needs child and is not receiving the agreed weekly hours with a special education teacher in school; and if she will make a statement on the matter. [35286/25]
View answerEnabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The special education teaching (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
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. Schools then deploy SET resources to meet the needs identified in Student Support Plans, based on the continuum of support framework.
It is open for parents to discuss the content of Student Support Plans with schools. Parents can also contact their local special educational needs organiser (SENO) in the NCSE to discuss the supports available for their child with special educational needs. The contact details for local SENOs is available on the NCSE's website.
For the 2025/26 school year close to 15,000 special education teachers have been allocated to schools to support children and young people. The 2025/26 school year will see almost 86% of schools either increase their allocation of hours or retain their previous allocation. Of schools who will see a reduction this is driven by demographic change in the geographic area and a reduction of enrolments in the school. The vast majority of these schools will see a reduction of under five hours.
Any school who 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.
336. Deputy Mark Ward asked the Minister for Education and Youth her views on the SNA allocation for a school (details supplied) for the upcoming year; the reason there was no increase in this allocation; if this decision will be reviewed given the student/SNA ratio; and if she will make a statement on the matter. [35292/25]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs, including the allocation of special needs assistants (SNAs). The NCSE has advised my department that all schools have been informed of their SNA allocation for the 2025/26 school year.
As the NCSE is responsible for the allocation of SNAs to schools, I have forwarded the school's details to them for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
It is open to any school which feels like it has insufficient SNA support to meet the needs of its students to submit to the NCSE a request seeking a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's?website.
337. Deputy John Brady asked the Minister for Education and Youth if a school which will be losing a teacher due to being one pupil short (details supplied) will be allowed keep their current staff numbers, as losing a teacher will result in a multi-grade class of 39 students; and if she will make a statement on the matter. [35300/25]
View answerThe 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 schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location. It is an important feature of the staffing schedule that all schools are treated equally and fairly.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule improved from 26:1 five years ago to 23:1 for the current school year; the lowest ever ratio at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition, there has been a three-point reduction in the retention schedule, which has helped schools that would otherwise be at risk of losing teaching posts.
Average class sizes in primary schools have improved from 24.1 to 22.5 in that time, while the ratio of pupils to teachers has improved from 15:1 to 12.8:1, through the investment we are making in schools.
The school referred to by the Deputy is due to have a reduction in teaching posts for the 2025/26 school year due to a fall in enrolments.
The primary school staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025. These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful as the school is not projecting sufficient enrolment to retain the post. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
Class sizes in schools are affected by a variety of factors, including enrolment fluctuations and accommodation available.
Schools are best placed to determine the appropriate numbers in any class and so the configuration of classes and the deployment of classroom teachers are done at local school level.
The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
I am considering how best to make further progress, as part of the annual budgetary process, in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
338. Deputy Denise Mitchell asked the Minister for Education and Youth to clarify the situation regarding funding that was approved for a school (details supplied) approximately six years ago for the renovation of its science laboratory; the reasons for the delay; when these works will take place; if she will ensure that her Department liaises with the school as a matter of urgency on this; and if she will make a statement on the matter. [35309/25]
View answerThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 1 general classroom, 1 science laboratory with a preparation area and ancillary. The project is devolved for delivery to CDETB (City of Dublin Education and Training Board).
A school building project has four points within the design and delivery process where approval from the Department to move to the succeeding stage is mandatory. These stages are:
1. At Stage 2(a) - developed design stage - before applying for planning permission;
2. Immediately where a Notice of Intention to Grant Planning Permission/Fire Cert/Disability Access Cert issues from the Local Authority with onerous conditions as these may be the subject of an appeal to An Bord Pleanála;
3. Before seeking tenders for the project;
4. Before accepting a tender/placing a contract and commencing construction.
A tender report was submitted, however, upon review it was identified that this project progressed without first obtaining the necessary mandatory permissions to advance to Stage 3 as outlined above. In addition, the timeframe since the receipt of the tenders were submitted has now lapsed. To ensure compliance with public procurement regulations and to protect the integrity of the process it has been determined that this project will have to be retendered and CDETB have been informed accordingly.
In light of this issue, it is currently not possible to give a time frame as to when this school building project will proceed to construction.
339. Deputy Barry Ward asked the Minister for Education and Youth the position regarding funding opportunities for primary schools to provide new outdoor recreation facilities and upgrade existing outdoor spaces; and if she will make a statement on the matter. [35312/25]
View answerSince 2020, the department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,375 school building projects.?Government support for this investment has delivered real benefits for school communities.? A recent Government decision has approved €210m supplementary capital funding for my department.? This brings the total capital allocation for 2025 for my department to €1.6bn. As part of the NDP Review process, the department is currently engaging with the Department of Public Expenditure, NDP Delivery and Reform with respect to NDP allocations for the period 2026-2030.? It is expected that there will be clarity on these allocations over the course of the summer period, allowing my department to plan its capital investment programme for the 2026 to 2030 period in line with prioritised needs and reflecting, as appropriate, wider Government priorities. While the provision of school places, including for children with special education needs, has been a priority for the department over recent years and this will continue to be the case, I recognise the importance of physical activity and recreational facilities for students.
Investment and expenditure on sports facilities in primary and post-primary schools is an element of the overall expenditure and investment in the School Building Programme. Practically all schools have outdoor play areas, and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. Learning experiences relating to the curriculum such as Athletics, Invasion Games and Adventure Activities can take place outdoors on tarmac. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school.The current design guidance for new primary and post primary schools includes hard-surfaced play areas for both recreation and physical education activities. The guidance also includes for the provision of landscaped areas on school sites providing a variety of external informal and social areas to suit the learning development and cultural needs of pupils/students during breaks and before and after school, and for a range of more formal curriculum needs. In addition, the design guidance for accommodation for pupils with special educational needs includes the provision of external play areas with soft-surfacing and sensory gardens.
The Deputy may be aware, the Minister for Education and Youth recently announced details in respect of the Climate Action Summer Works Scheme 2026 onwards. The purpose of this scheme is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The scheme will operate on a multi-annual basis for a number of categories including external environment projects, which could include the provision or upgrade of outdoor play areas. Full details of the new scheme including the Circular and guidance documents for schools can be found on the department’s website. Schools can also use their minor works grant to upgrade outdoor play areas including basketball courts. Repairs to existing play areas may be considered under the department’s Emergency Works Scheme. The scheme is intended to remedy an emergency situation and usually provides an interim measure until a permanent solution can be delivered. In the case of outdoor play areas this usually only includes repairs to existing play areas but each application is assessed on its own merits.
340. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on an application (details supplied); and if she will make a statement on the matter. [35329/25]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for external environment works.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. 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 school's original application was refused as the application did not fall under the remit of the EWS. However, the option remains open to the school to appeal this decision. Appeals will only be considered if additional relevant information that was not provided as part of the original application is submitted to the Department.
341. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on a secondary school application (details supplied); and if she will make a statement on the matter. [35331/25]
View answerThe school to which the Deputy refers was approved to enter my departments pipeline to provide for 4 General Classrooms, 1 Technology Room with prep area, 3 Science Laboratories with prep area, 1 Art Room, 1 Music Room,1 Multimedia Room, 1 Textile Room, 1 Home Economics Room, 1 SET room, 4 Classroom SEN Base, and ancillary along with conversion work to existing Laboratories and a Technology room to create 2 SET Rooms and a Science laboratory with prep area.
Following the receipt of a Stage 1 report, the project was sanctioned to proceed to Stage 2a in Q1 2025. Currently the design team is progressing the Stage 2a in line with the approved Stage 1 and the subsequent comments and recommendations.
The Stage 2A (detailed design) process must be completed before a planning application for the project can be lodged.
The timeframe for the construction of the project will not be known until the design stages have been completed and planning permission has been secured.
342. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on a building project (details supplied); and if she will make a statement on the matter. [35332/25]
View answerThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 1 general classroom, 1 science laboratory with a preparation area and ancillary. The project is devolved for delivery to CDETB (City of Dublin Education and Training Board).
A school building project has four points within the design and delivery process where approval from the Department to move to the succeeding stage is mandatory. These stages are:
1. At Stage 2(a) - developed design stage - before applying for planning permission;
2. Immediately where a Notice of Intention to Grant Planning Permission/Fire Cert/Disability Access Cert issues from the Local Authority with onerous conditions as these may be the subject of an appeal to An Bord Pleanála;
3. Before seeking tenders for the project;
4. Before accepting a tender/placing a contract and commencing construction.
A tender report was submitted, however, upon review it was identified that this project progressed without first obtaining the necessary mandatory permissions to advance to Stage 3 as outlined above. In addition, the timeframe since the receipt of the tenders were submitted has now lapsed. To ensure compliance with public procurement regulations and to protect the integrity of the process it has been determined that this project will have to be retendered and CDETB have been informed accordingly.
In light of this issue, it is currently not possible to give a time frame as to when this school building project will proceed to construction.
343. Deputy Danny Healy-Rae asked the Minister for Education and Youth to re-consider the refusal of a grant (details supplied); and if she will make a statement on the matter. [35347/25]
View answerUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an Assistive Technology grant for the school concerned on behalf of the student. This decision issued to the school on the 10th of June 2025.
It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: www.gov.ie/en/service/237c68-assistive-technology-grant/.
Separately, where an appeal has been unsuccessful, but new information becomes available, the school may submit a new application to the SENO for consideration.
Parents may also contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: ncse.ie/seno-contact-information
344. Deputy Louis O'Hara asked the Minister for Education and Youth the results of the SNA allocation review at a school (details supplied); if surplus SNA posts were identified; the number of surplus posts identified; and if she will make a statement on the matter. [35351/25]
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 including the allocation of special needs assistants (SNAs). The NCSE has advised my department that all schools have been informed of their SNA allocations for the 2025/26 school year.
I have forwarded your query to them for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
345. Deputy Darren O'Rourke asked the Minister for Education and Youth if applications or the possibility to sign a fixed-term contract in a school is possible in the hope that the time-bound provision is open by September 2025 for teachers. [35364/25]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the state.
It is a function of the Council under the Teaching Council Acts (s7(2)) to act as the competent authority for recognition of qualifications obtained by a person who has applied under this Act for registration as a teacher.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set out in the Schedule.
The Teaching Council is the regulator of the teaching profession in Ireland. Its role is to protect the public by promoting and regulating the professional standards in teaching. It does this through statutory registration of teachers, ensuring that a highly qualified profession, whose members meet and uphold high standards of professional competence and conduct.
To assist further with teacher supply challenges, I announced last April that I would work with the Teaching Council to introduce a proposal to enable eligible teachers who have qualified outside of Ireland to apply for registration and complete their induction requirement here.
I see this as an important step in encouraging more teachers to work and start their careers here in Ireland and I am pleased to note that significant progress has been made towards realising this measure.
Under the Teaching Council Act, the Council makes regulations for the purposes of registration through statutory instrument, including to amend or replace existing regulations. A further Statutory Instrument (SI) is required to establish the proposed creation of this timebound provision.
The drafting of the legislation is progressing, and the Teaching Council is currently in consultation with the Data Protection Commissioner as required in accordance with Article 36 (4) of the General Data Protection Regulation (GDPR).
Please note the current timeframes publicised are indicative and not definitive in relation to the progression of the drafting of the legislation and other tasks associated with the making of the new Registration Regulations.
Given that there is a procedure, and specific steps required, it is not possible to give any specific detail in relation to the timeframe for enacting of the legislation and the opening of the timebound provision at this time, but I am hopeful this will be in place in the coming months.
346. Deputy John Lahart asked the Minister for Education and Youth the reason the MGLD designation from a school (details supplied) was removed; and if she will make a statement on the matter. [35365/25]
View answerThe government is committed to the provision of additional special school places for children with more complex educational needs. Over 300 new special school places are being provided for the coming 2025/2026 school year. Five new special schools are being established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of special schools.
It’s important to note that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school. Currently, there are instances whereby children with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) consider that it is necessary to look at the profile of our existing special schools. This will be initiated during the next school year.
This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have diversified to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation and my department will continue to support schools including the school referred to in this endeavour. This will ensure that more special schools can better support children with complex needs in their local community.
There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
It is noted that many of the children enrolling in MGLD special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
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.
In relation to the school referred to by the Deputy, I wish to advise that the designation of the school has not changed. Rather, the Circular letter issued recently by my Department is asking these special schools to broaden their designation to reflect the needs of children and young people seeking special school places. It’s also important to state that there is no strict timeline on re-designation being pursued. As indicated in the circular, the department and the NCSE intend to commence work in this area in the forthcoming school year.
347. Deputy Barry Heneghan asked the Minister for Education and Youth the number of students taught Braille by the Visiting Teacher Service in each of the past ten years, broken down by primary and post-primary level and by year of education, in tabular form; and if she will make a statement on the matter. [35387/25]
View answerThe Department of Education and Youth provides an extensive range of supports to assist pupils who are Blind or who have a Visual Impairment. The Department's policy, which is provided for under Section 2 of the Education of Persons with Special Needs Act 2004, aims to ensure all children with special educational needs access appropriate education intervention in mainstream settings where possible.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service for the visually impaired forms part of the NCSE support service for schools, and visiting teachers are now recruited, deployed and managed by the NCSE. Currently there are 16 full time visiting teacher posts, and two associate posts allocated across the NCSE’s regions. The visiting teachers are supported by teams of professionals and agencies such as ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff. The associates are experienced VTBVI who work on a part-time basis with the NCSE.
In the 2024/25 school year, there were 79 students in the school system who were users of braille. Of these 79 students, approximately 29 were partial braille users or dual-users of braille and text. St. Joseph’s School for the Blind in Drumcondra currently has 4 pre-braille users and 5 braille users. In September 2025, the school will have 7 new braille users starting to bring the total of braille users to 16.
The information relating to the provision of braille over the past ten years is held by individual visiting teachers who are now on summer holidays. The information will be provided at the earliest possible opportunity following their return to work in late August.
It is my priority that all of the resources and supports for children who are braille users are provided when they are needed, and we will continue to engage with NCSE and the relevant stakeholders on the provision of these supports.
348. Deputy Barry Heneghan asked the Minister for Education and Youth if she will provide an update on the proposed renovation of the science laboratory at a school (details supplied); the reasons for the delay since funding approval was granted approximately six years ago; and if she will confirm when the works are expected to commence; and if she will make a statement on the matter. [35389/25]
View answerThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 1 general classroom, 1 science laboratory with a preparation area and ancillary. The project is devolved for delivery to CDETB (City of Dublin Education and Training Board).
A school building project has four points within the design and delivery process where approval from the Department to move to the succeeding stage is mandatory. These stages are:
1. At Stage 2(a) - developed design stage - before applying for planning permission;
2. Immediately where a Notice of Intention to Grant Planning Permission/Fire Cert/Disability Access Cert issues from the Local Authority with onerous conditions as these may be the subject of an appeal to An Bord Pleanála;
3. Before seeking tenders for the project;
4. Before accepting a tender/placing a contract and commencing construction.
A tender report was submitted, however, upon review it was identified that this project progressed without first obtaining the necessary mandatory permissions to advance to Stage 3 as outlined above. In addition, the timeframe since the receipt of the tenders were submitted has now lapsed. To ensure compliance with public procurement regulations and to protect the integrity of the process it has been determined that this project will have to be retendered and CDETB have been informed accordingly.
In light of this issue, it is currently not possible to give a time frame as to when this school building project will proceed to construction.
