Written Answers Nos. 349-368
349. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will increase investment and expand special schools and classes catering for children with mild general learning disabilities. [35423/25]
View answer350. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will reverse any decision made to send children with mild general learning disabilities back into mainstream classes-schools. [35424/25]
View answer351. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will reverse the redesignation of special classes, which will place children with mild general learning disabilities back into mainstream classes. [35425/25]
View answerI propose to take Questions Nos. 349, 350 and 351 together.
The 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 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 in this endeavour so 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.
In relation to MGLD special classes, many of these classes predate the rapid increase in the number of special education teachers and Special Needs Assistants allocated to support children attend mainstream classes with their peers. This increased level of supports for mainstream schools ensures that more children with additional needs can attend their local school. Under the new parents notification process, the NCSE now have a clearer lens on the level of need for special class and special school places and the type of places required. The new special classes sanctioned are designated in response to this need and the main growth in the expansion of special classes over recent years has been to respond to the needs of children and young people with autism.
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.
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.
352. Deputy Sorca Clarke asked the Minister for Education and Youth the number of primary and post primary schools with access to a dedicated mental health professional; and the estimated cost of providing one to every school. [35470/25]
View answerI would like to thank Deputy Clarke for her question regarding provision of mental health services to schools. It is important to note at the outset that responsibility for mental health services rests with the HSE. However, I can advise the deputy of the following services and initiatives are available to schools from my department.
The National Educational Psychological Service
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary, post-primary, and special schools.
The NEPS service provides access for all schools to:
• psychological support in the event of a Critical Incident,
• a casework service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA),
• the School Staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools,
• ongoing access to advice and support for schools, and
• an advisory service to schools where a psychologist is not available due to a vacancy.
Neart
Neart – the Irish word for strength, is the new national programme of mental health and well-being resources and training for post-primary schools. These comprehensive supports have been developed by Jigsaw in partnership with NEPS and with the Department of Education and Youth. The programme will complement the supports already available in schools such as the provision of guidance counselling and the work of NEPS, as well as other existing well-being programmes and initiatives including Student Support Team training. The Neart webpage https://jigsaw.ie/neart/ provides all the relevant information schools require about the programme of supports and what’s on offer throughout 2025.
Counselling in Primary Schools Pilot
The Counselling in Primary Schools Pilot has two strands and works to support children’s well-being and mental health in schools. Strand 1 sees direct counselling supports being provided to primary schools for the first time. My department has set up county panels of pre-approved private counsellors providing one-to-one counselling in primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. To date, 43 counsellors have been recruited across the seven pilot counties. In total, 1,883 blocks of counselling have been allocated to schools across the pilot counties, which provides an allocation to 1,883 children in these counties. In the 2023/2024 school year 382 children availed of counselling under the pilot. To date, in the 2024/2025 school year, at least 421 children have availed of counselling.
In October 2024, my department announced the extension of Strand 1 of the Counselling in Primary Schools Pilot to sixty-one urban DEIS primary schools in Tallaght, Clondalkin, Finglas, Ballymun and Darndale. The schools that will now be included in the pilot have been identified by the Department of Education as supporting children from areas with some of the highest levels of disadvantage in the State. There are currently 4 counsellors on the panel for these areas and NEPS are continuing to accept and process applications on a rolling basis.
Strand 2 is the introduction of Education Well-being Teams to provide enhanced in-school supports for a cluster of primary schools in Cork, Carlow, Dublin 7 and Dublin 16. The Education Well-being Practitioner is a new type of practitioner being introduced as part of this pilot to provide enhanced in-school support. The practitioners are graduates from psychology, education and social science and have undergone an in-depth training programme provided by NEPS. The focus of the support to be provided under Strand 2 is on strengthening whole school preventative approaches. This includes the provision of psycho-educational support for parents and teachers, and the provision of early intervention to children with mild/emerging need, using low-level therapeutically informed approaches. To date, twenty Education Well-being Practitioners have been recruited to the four cluster areas. The supports being offered are to pupils, parents, and school staff to support the well-being and resilience of the school community.
The pilot is being externally evaluated by the Centre for Effective Services, who were the successful bidder following a competitive tendering process. Through this evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
353. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth to list all the public services contracts worth €10 million or more, which have been granted by herself or the forerunner for her Department, or other State bodies in the past five years; the value of each contract; the length of term of each; the expiration date of each contract; and whether any contract was discontinued during its term and for what reason. [35482/25]
View answerThe Department of Education and Youth has a number of contracts public services contracts worth €10 million or more which have been granted in the past five years. These, along with the details requested by the Deputy are attached.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my department. State bodies have been provided with the question and have been advised to respond directly to the Deputy.
354. Deputy Michael Healy-Rae asked the Minister for Education and Youth the status of a special school issue (details supplied); and if she will make a statement on the matter. [35580/25]
View answerI can confirm to the Deputy, that my department is in receipt of an application from the school in question for the Additional School Accommodation (ASA scheme).
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school's existing accommodation or at other schools in the area.
I can confirm that the school in question was issued an offer of accommodation under the ASA scheme in March 2025, for 2 Special education needs classrooms and 1 Mainstream classroom.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects and with construction currently underway in over 325 other projects, which includes new school buildings some of which are being delivered in phases. These 325 projects currently at construction involve a total State investment of over €1.7bn.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education and Youth 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 key drivers of capital investment in the school’s sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit
As part of the NDP Review process, all departments, including my department, are 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, and this will allow 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. Maximising existing capacity in schools to meet needs is very important. The progression of prioritised individual projects to meet the most urgent needs in the 2026 to 2030 period that cannot be met through existing capacity across schools in the local area will be considered on a rolling basis from Autumn onwards after the NDP allocations are finalised.
355. Deputy Paul Murphy asked the Minister for Education and Youth if she will instruct her Department to investigate the proposed redesignation of mild general learning disability (MGLD) schools, allowing for a full consultation to take place and ensuring that children with MGLD continue to have the right to access special school placements that suit their needs; and if she will make a statement on the matter. [35584/25]
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 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 in this endeavour so 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’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.
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.
356. Deputy Michael Healy-Rae asked the Minister for Education and Youth if an allowance will be given to principals in recognition of leading and managing non-teaching staff (details supplied); if an allowance will be given to teachers and principals working in special need schools (details supplied); and if she will make a statement on the matter. [35585/25]
View answerFollowing a Government Decision in September 2012, my Department implemented the outcome of the review of allowances and premium payments by the then Department of Public Expenditure Infrastructure, Public Service Reform and Digitalisation. As a result, many allowances were no longer payable to many new public service entrants including “new entrant” teachers. Among the allowances that had sanction for payment to new beneficiaries removed was the Diploma in Special Education allowance.
Under the local bargaining provision for Public Service Agreement (PSA) 2024-2026, employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. Over the course of recent collective agreements, amendments have been agreed which have seen the value of certain allowances previously withdrawn being integrated into “new entrant” teacher pay. Examples are the equivalent of an honour’s primary degree allowance and the PME allowance.
In terms of the possible introduction or reintroduction of any allowance, additional amendments to Teacher Terms and Conditions, including pay and allowances, give rise to significant cost issues and 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.
357. Deputy Denise Mitchell asked the Minister for Education and Youth to provide an update on the status of the independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the school transport scheme; and if she will make a statement on the matter. [35601/25]
View answerSchool Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. In the current school year over 173,000 children are transported daily in approximately 8,200 vehicles across 10,600 routes to primary and post-primary schools throughout the country.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
The Road Safety Authority, under the remit of the Department of Transport, committed to reviewing the upper age limit of drivers as it relates to larger vehicles/school buses. This review is now complete.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
I will be engaging with the Minister for Transport and with Bus Éireann to ensure that this is advanced.
358. Deputy Tom Brabazon asked the Minister for Education and Youth for an update on the renovation of the science laboratory at a school (details supplied); when works will commence; and the engagement her Department has had with the school in relation on this project. [35604/25]
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.
359. Deputy Danny Healy-Rae asked the Minister for Education and Youth to examine the case for extra SNA spaces at a school (details supplied); and if she will make a statement on the matter. [35612/25]
View answer383. Deputy Danny Healy-Rae asked the Minister for Education and Youth if a request for a teacher by a school (details supplied) will be considered; and if she will make a statement on the matter. [35904/25]
View answerI propose to take Questions Nos. 359 and 383 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 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.
The NCSE acknowledge that circumstances may change, and these schools will remain as potential options for future classes. Schools not sanctioned this year, such as the school referred to by the Deputy will remain as a potential option for future classes. Local SENOs remain available to assist and advise parents of children with special educational needs.
My department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
360. Deputy Cian O'Callaghan asked the Minister for Education and Youth for an update on a project for a school (details supplied); and if she will make a statement on the matter. [35614/25]
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.
361. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of making primary- and post-primary education totally free, i.e., abolishing all charges (including voluntary contributions), providing free school uniforms, books and all other required equipment; and if she will make a statement on the matter. [35648/25]
View answerMy Department has an allocation of €12.2bn gross expenditure for 2025. This represents a substantial investment in our education system and in our children and young people.
There are many different aspects to a child progressing through our school system and costs associated with these. These include schoolbooks, school uniforms, school transport and extra-curricular activities such as school trips. These vary from pupil to pupil and therefore, it is not possible to put a figure on all these costs, as requested by the Deputy.
However, I can confirm that my Department provides grant funding to schools to cater for various costs, including school running costs, ancillary services and minor works. There are various circulars from my Department that give guidance on the use of such funding. They also provide discretion to the school authorities in determining the level of activities, equipment and other resources needed by pupils enrolled in their individual schools. This recognises that schools are best positioned to determine the priorities in their own particular school environment.
In recognition of the particular challenges facing some schools, the Delivering Equality of Opportunity (DEIS) Programme addresses educational disadvantage at school level in a targeted and equitable way. The allocation for the DEIS programme is over €180 million in 2025.
In addition, almost 950,000 children and young people at all levels in primary and post-primary schools will benefit from the expanded free schoolbooks and classroom resources scheme from the 2025/26 school year onwards, which will now also include transitions year and Senior Cycle students.
My Department has also maintained the reduced charges on school transport for the coming 2025/26 school year and continued the waiver for this year’s entry fees for students that recently completed their Junior and Leaving Certification examinations.
When allocating the additional cost of living funding of €195 million since 2022 to support schools facing increased running costs, my Department made clear the expectation was that this additional funding should mean that schools would not have to seek additional contributions from parents as a consequence of the increased in the cost of living. While voluntary contributions may be requested by schools, it is important to note that it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice. In addition to the significant cost of living financial supports towards the running costs of schools, permanent increases of 22% in the basic rate of capitation, to bring them to €224 and €386 for primary and post primary pupils respectively in the coming school year, was secured through the additional investment of over €50 million in the last two successive Budgets.
Supports are also provided to parents of children attending school by my colleague the Minister for Social Protection through the payment of the Back to School Clothing and Footwear allowance on an annual basis along with the free school meals initiative.
362. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of doubling capitation grants to primary schools; and if she will make a statement on the matter. [35649/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years, including an over €30 million permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs through Budget 2025. This represents an increase of circa 12% on current standard rates and enhanced rates. This will result in the standard rates increasing from €200 to €224 for primary schools and increase from €345 to €386 per student in post-primary schools from September 2025. Over the last two Budgets there has been a circa 22% increase in the level of capitation grant rates paid to schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €200 per pupil in primary schools and €345 per student in post-primary schools.
Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils.
Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
In addition to these grants, €45 million in cost-of-living supports issued in November 2024 to support all recognised primary and post-primary schools in the Free Education Scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. This funding was paid at a rate of €36 per pupil in primary schools and €55 per student in post-primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils.
The Department of Education is aware that costs and funding can pose a problem for schools, and is constantly working to address this matter, and to enhance the financial and other supports available to schools. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
The estimated cost of increasing the mainstream capitation grant funding for primary schools €224 to double at €448 to all primary schools in the Free Education Scheme effective from September 2026 would be approximately €41.9 million first year cost and €125.1 million full year cost.
363. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of increasing the minor works grant by 20%; and if she will make a statement on the matter. [35650/25]
View answerMy department recognises the importance of the Minor Works Grant to primary schools. The Minor Works Grant is provided to all primary and special schools, to enable them undertake small-scale minor maintenance and improvement works on a devolved basis.
Primary and special schools need not apply for Minor Works Grant aid. Under the scheme, funding is made available to all primary and special schools on the following basis:
€5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed, to decide how best to use this funding to address the school’s particular needs.
Since 2020, €310 million in Minor Works Grants and Enhanced Minor Works Grants have been allocated to schools. This includes the payment of Minor Works Grants totalling almost €30 million for the school year 2025/2026, which issued in June.
An increase in the Minor Works Grant by 20%, would equate to an estimated yearly cost of €5.8m.
364. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of reducing the pupil teacher ratios to 15:1, across primary and post primary; and if she will make a statement on the matter. [35651/25]
View answerAt primary level, teachers are allocated to schools at an average of 1 classroom teacher for every 23 pupils, the lowest level ever seen at primary level. DEIS Urban Band 1 schools receive an average allocation of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. The current pupil teacher ratio at post-primary level is 19:1 for schools in the free education system, and 23:1 for schools in the fee-paying schools.
Each one point reduction in the staffing schedule at primary level for DEIS and non-DEIS schools requires over 400 additional teaching posts, at a cost of approximately €22.5 million per annum. At post primary level a one point reduction would create circa. 1,200 additional teaching posts at a cost of approximately €66 million per annum. The salary costings will rise in line with the Public Sector Pay Agreement 2024-2026.
The estimated one-off capital cost of reducing the pupil teacher ratio by one point at primary level is circa €25 to €35 million, while at post-primary level it is circa €60 to €75 million. This estimated cost is based on certain assumptions regarding the number of new teaching posts generated and available accommodation capacity.
365. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of reinstating the numbers of assistant principals to the highest previous level; and if she will make a statement on the matter. [35652/25]
View answerI recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
The Sectoral Bargaining process under Building Momentum for the primary sector has been used to increase posts of responsibility (POR) in primary and special schools by 1,450 posts.
The last two budgets have provided for an additional 1000 posts of responsibility at both primary level and post-primary level. 500 AP II posts were allocated to primary schools in the 2024/25 school year. For the 2025/26 school year, the equivalent of 500 AP II posts is being distributed as 110 AP I and 251 AP II for the purposes of fully restoring all PORs in primary schools.
At post-primary level, the difference in the number of assistant principals today compared to the highest previous level is approximately 1,100 AP Is and 1,900AP IIs. However, in the intervening period to enhance middle management structures in schools, enrolment thresholds for Deputy Principals were altered to allow for additional Deputy Principals in our second level schools at an annual cost of €45m per annum. Today there are currently 700 more Deputy Principal positions in our post-primary schools when comparted with the 2008/2009 school year.
A revised Post of Responsibility Schedule issued to schools recently to reflect the increase in posts of responsibility available to schools for the coming school year.
The current annual rates for Assistant Principal I and Assistant Principal II posts are €10,377 and €4,591 respectively.
366. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of increasing the number of special needs assistants by 1,500, 2,000, and 2,500 respectively, in tabular form; and if she will make a statement on the matter. [35653/25]
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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The estimated full-year cost of a new entrant special needs assistant is €35,030 per annum.
The estimated full-year cost of a special need assistant is €44,300 per annum. This includes employer PRSI.
The table below outlines the annual cost as outlined by the Deputy.
|
Number of SNA's |
New Entrant |
Average Cost |
|
1,500 |
€52,545,000 |
€66,450,000 |
|
2,000 |
€70,060,000 |
€88,600,000 |
|
2,500 |
€87,575,000 |
€110,750,000 |
If the posts were to be allocated from 1 September in the first year, that would equate to 4 months of the annual cost or an approximate one third of the overall annual cost.
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.
367. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of increasing the number of special education teachers by 500, 1,000, and 1,500 respectively, in tabular form; and if she will make a statement on the matter. [35654/25]
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.
Special education teachers provide additional teaching to children attending mainstream classes with special educational needs using a wide variety of teaching approaches.
The estimated full-year cost of a new entrant special education teacher is €56,110 per annum within a primary setting and €56,510 in a post-primary setting.
The estimated full-year cost of a special education teacher on average is €76,350 per annum within a primary setting and €78,490 in a post-primary setting. This includes provision for related substitution costs and employer PRSI.
|
Number of Teachers |
New Entrant (Primary) |
Average Cost (Primary) |
New Entrant (Post-Primary) |
Average Cost (Post-Primary) |
|
500 |
€28,055,000 |
€38,175,000 |
€28,255,000 |
€39,245,000 |
|
1000 |
€56,110,000 |
€76,350,000 |
€56,510,000 |
€78,490,000 |
|
1500 |
€84,165,000 |
€114,525,000 |
€84,765,000 |
€117,735,000 |
Where posts are allocated from 1 September, the cost is a pro-rata equivalent of the full 12 month annual cost.
My department and the National Council for Special Education 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.
368. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the number of psychologists currently employed by NEPS; the number of sanctioned psychologist posts in NEPS; the estimated full-year cost of running NEPS; and if she will make a statement on the matter. [35655/25]
View answerI would like to thank Deputy Boyd Barrett for his question regarding my Department’s National Educational Psychological Service (NEPS).
NEPS provides educational psychological support to all primary, post-primary, and special schools.
NEPS provides all schools with:
• psychological support in the event of a Critical Incident,
• a casework service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA),
• the School Staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools,
• ongoing access to advice and support for schools, and
• an advisory service to schools where a psychologist is not available due to a vacancy.
The number of educational psychologists currently employed in NEPS stands at 234 whole time equivalents (WTE) across six regions.
The NEPS Budget for 2025 breaks down as follows:
• Pay: €29,400m
• Non-pay (includes funding for initiatives such as the Counselling in Schools Primary Pilot): €11,026m
My department is making every effort to recruit additional educational psychologists. Since January 2023, NEPS has supported bursaries for Trainee Educational Psychologists who are enrolled in the University College Dublin Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in Maynooth Universities professional doctorate in educational psychology.
Those in receipt of a bursary commit to joining NEPS upon graduation. There are over 70 Trainee Educational Psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service recently advertised a recruitment campaign for Educational Psychologists recently and successful candidates should be appointed shortly.
