Jen Cummins
Question:389. Deputy Jen Cummins asked the Minister for Education and Youth the reason a school (details supplied) have a class of 35 pupils; and if she will make a statement on the matter. [35948/25]
View answerDepartmental Policies
Questions (389, 390)
Jen Cummins
Question:390. Deputy Jen Cummins asked the Minister for Education and Youth whether she still expects to meet the target of 19 pupils per class as set out in the Programme for Government. [35949/25]
View answerWritten answers
I propose to take Questions Nos. 389 and 390 together.
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 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.
Belgrove infant girls school 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.
Question No. 390 answered with Question No. 389.
School Enrolments
Questions (391, 392)
Pat Buckley
Question:391. Deputy Pat Buckley asked the Minister for Education and Youth the number of children in the east Cork constituency on a waiting list for a school place in special schools, for 2023, 2024 and 2025, in tabular form; and if she will make a statement on the matter. [36019/25]
View answerPat Buckley
Question:392. Deputy Pat Buckley asked the Minister for Education and Youth the availability, location and number of places in ASD units in primary schools in the constituency of east Cork. [36032/25]
View answerWritten answers
I propose to take Questions Nos. 391 and 392 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.
Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. 2,700 new places are being created in 2025 and these, together with the over 1,200 existing places which will become available due to children and young people moving on from primary schools and post primary schools, will mean that there is close to 4,000 places available for the coming school year. The National Council for Special Education (NCSE) has engaged in a process with parents and schools to identify children requiring a place for the 2025/26 school year and the 3,900 places available should meet the need that exists.
Of the 400 new special classes places provided for in Budget 2025, 399 of these classes have already been sanctioned for the 2025/26 school year. Of these 53 are in County Cork, 35 at primary and 18 at post primary level. This will add to the 563 special classes currently in operation in the county.
There are also 16 special schools in Cork with approximately 1,060 students enrolled. One of the five new special schools for the 2025/26 school year will open in the North City area of Cork also.
The NCSE advise that there is sufficient special class provision to meet the level of need known to them across Co Cork for the coming school year with some vacancies remaining in primary special classes.
In relation to special school provision, the NCSE advise that the new special school places and the significant expansion of both East Cork Community Special School and Rochestown Community Special School and additional places in some other special schools will provide sufficient special school places across Cork to meet the level of need known to the NCSE for the coming school year.
The NCSE and my Department have worked very closely with Cork ETB to provide these additional places for the coming 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.
Question No. 392 answered with Question No. 391.
Departmental Correspondence
Questions (393)
Niamh Smyth
Question:393. Deputy Niamh Smyth asked the Minister for Education and Youth if matters raised in correspondence (details supplied) will be reviewed; if an additional special needs assistant support will be allocated to a school; and if she will make a statement on the matter. [36036/25]
View answerWritten answers
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special needs assistants (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.
SNAs are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
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 allocation for the 2025/26 school year.
The Special Education Teaching (SET) Allocation Model introduced in 2017 was intended to form the basis of an SNA front loading model, however this has not been possible. The data which informs how learning needs can be met through the SET Allocation Model is not suitable to indicate the care needs of children in a school, using it would lead to SNA resources being incorrectly deployed.
In the last two years, the NCSE has been working with schools to address additional care needs that arise by means of the exceptional review process. This process involves detailed analysis of the care needs in individual schools and ensures that the correct resources are applied to children who need them. At present, this process is the best approach to assist schools in supporting vital care needs.
Work will continue until a successful model is ready to introduce. Further work is being undertaken as highlighted above in tandem with the review of SET, which will support our thinking as how best SNA resources can also be managed. It is important that any allocation process is based on care needs rather than educational ability. My department is fully committed to establishing an SNA model of allocation that is fully cognisant of matching SNA resources with the care needs of those children who require this support.
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.
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.
Departmental Data
Questions (394)
Eoghan Kenny
Question:394. Deputy Eoghan Kenny asked the Minister for Education and Youth if she is aware of the current situation at school (details supplied); if so, the details she is aware of; the total amount spent by her Department to date for the school to operate over the past nine years; the definite timeframe on the release of a tender for the school building project, considering planning was received in April 2024 and the urgency caused by the limit of the lease in the temporary accommodation; and if she will make a statement on the matter. [36038/25]
View answerWritten answers
The major building project for the school referred to by the Deputy is being delivered as part of my department’s Design & Build Programme and will deliver a new school building to accommodate 600 post-primary school pupils plus accommodation for students with special educational needs.
Planning Permission for the project was granted in May 2024, following an appeal to An Bord Pleanála. The prequalification process to establish a shortlist of suitably qualified contractors is currently underway. This is a preliminary step in the procurement of contractors, and it is currently anticipated this project will proceed to tender to that shortlist during Q4 2025.
As part of the NDP Review process, all departments, including my department, are currently engaging with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation 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. 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.
My department is aware of the constraints on the interim accommodation of the school in question and the associated requirement for the early delivery of the project delivering permanent accommodation. Department officials will keep the school and the patron body updated as this project progresses.
The school referred to by the Deputy is currently located in rented accommodation and will remain at that location pending delivery of the school’s permanent accommodation. My department does not generally disclose the value of particular leasing agreements for school accommodation as they are commercially sensitive.
My department will continue to address the interim accommodation requirements for the school and will continue to keep the school, through its Patron Body, updated in relation to same.
Schools Amalgamation
Questions (395)
Claire Kerrane
Question:395. Deputy Claire Kerrane asked the Minister for Education and Youth her views on whether there is a need to review the processes in place for the amalgamations of second level schools; her further views whether the existing consultation process requires updating when two schools are being amalgamated; if amendments have been made to the Report on the Amalgamation of Second Level Schools published in 2001; if she is concerned that existing measures on school amalgamations do not appear to include all stakeholders; if her attention has been drawn to a recent amalgamation (details supplied); if she is concerned that past pupils were never included in the consultation process; and if she will make a statement on the matter. [36049/25]
View answerWritten answers
I wish to advise the Deputy, that the decision-making authority for any change of status, including amalgamation, is the patron/trustees of the school concerned and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any change of status proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
My Department is not aware of amendments made to the report referenced by the Deputy.
In response to the Deputy regarding which stakeholders are included in the consultation process, I can confirm that this is a matter for the patron’s of both schools. I can advise both patron’s of the schools referred, confirmed to my Department that a comprehensive consultation process with all stakeholders had been completed, and a press release issued advising of same in October 2023.
Schools Amalgamation
Questions (396)
Claire Kerrane
Question:396. Deputy Claire Kerrane asked the Minister for Education and Youth if there are specific rules in place in relation to consultation both in the locality and with past pupils in cases in which two schools are amalgamating; and if she will make a statement on the matter. [36050/25]
View answerWritten answers
I wish to advise the Deputy, that the decision-making authority for any change of status, including amalgamations, is the patron/trustees of the school concerned and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any change of status proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
National Council for Special Education
Questions (397)
James O'Connor
Question:397. Deputy James O'Connor asked the Minister for Education and Youth the position regarding an ASD class which was sanctioned for school (details supplied) on 7 December 2023 but has since been reneged upon by the NCSE; if this decision can be further examined given the need for special class places in the south east; and if she will make a statement on the matter. [36065/25]
View answerWritten answers
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The 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.
A particular focus has been placed on medium and larger primary schools (at least 8 teachers) with available accommodation and no existing special class to open a new special class for the 2025/26 school year. This ensures that classes can open quickly as existing accommodation can be reconfigured in a more streamlined and efficient manner. This focus will remain when planning for new provision for the 2026/27 school year. It is important that these medium to larger schools with no special classes do open new special classes. This should also assist in reducing the need for children to undertaken significant travel to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
Schools who have expressed an interest in opening a special class for the 2025/26 school year but have not received sanction will remain as potential options for future special classes.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 399 of these classes have already been sanctioned for the 2025/26 school year. Of these 16 are in County Waterford, 11 at primary and 5 at post primary level. This will add to the 70 special classes currently in operation in the county. There are also three special schools in Waterford with approximately 274 students enrolled.
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.
Special Educational Needs
Questions (398)
James O'Connor
Question:398. Deputy James O'Connor asked the Minister for Education and Youth the position regarding the SNA allocation for a special school (details supplied); if this allocation will be increased given 23 new pupils with complex additional needs will be starting in September 2025; if she is aware the principal has stated that they will require eight SNAs for the 2025-2026 academic year to deal with the significant additional influx of students; and if she will make a statement on the matter. [36066/25]
View answerWritten answers
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs, 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.
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.
Special Educational Needs
Questions (399)
James O'Connor
Question:399. Deputy James O'Connor asked the Minister for Education and Youth the position regarding an SNA allocation review which took place in respect of a school (details supplied); if this matter will be re-examined given the additional need expressed by the principal; if there is an appeals mechanism available in respect of this decision; and if she will make a statement on the matter. [36067/25]
View answerWritten answers
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs, 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.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
School Costs
Questions (400)
Jennifer Whitmore
Question:400. Deputy Jennifer Whitmore asked the Minister for Education and Youth further to Parliamentary Question No. 235 of 27 February 2025, if she is aware that a school (details supplied) has not been contacted by her Department regarding the reimbursement it is due; when the school will be reimbursed; and if she will make a statement on the matter. [36069/25]
View answerWritten answers
My Department is aware of the issues raised by the Deputy in relation to the school project delivered.
Department officials are liaising with the design team to resolve the issues and will be in contact with the school and their patron in due course when the information is available.
School Enrolments
Questions (401)
Jennifer Whitmore
Question:401. Deputy Jennifer Whitmore asked the Minister for Education and Youth if she is aware that a school in Bray (details supplied) missed the enrolment quota for an additional teacher by one student and will now lose a teaching post resulting in a single class of 39 students; if she will instruct her Department to reconsider this decision; and if she will make a statement on the matter. [36077/25]
View answerWritten answers
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 schedule operates in a clear and transparent manner and treats all similar types of schools equally.
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.
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 (e.g. classroom accommodation, fluctuating enrolment etc.).
Departmental Policies
Questions (402)
Jennifer Whitmore
Question:402. Deputy Jennifer Whitmore asked the Minister for Education and Youth the reason the sanctioning of an ASD classroom for a school in Wicklow town (details supplied) was cancelled; and if she will make a statement on the matter. [36078/25]
View answerWritten answers
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The 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, 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 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.
Special Educational Needs
Questions (403, 411, 412, 413)
John Brady
Question:403. Deputy John Brady asked the Minister for Education and Youth to define explicitly what she deems complex needs as per her use of the term in circular 0039/2025 to special schools. [36079/25]
View answerJohn Brady
Question:411. Deputy John Brady asked the Minister for Education and Youth who will determine whether a student has MGLD or ‘complex MGLD’ as per her use in the 0039/2025 circular; and if she will make a statement on the matter. [36172/25]
View answerJohn Brady
Question:412. Deputy John Brady asked the Minister for Education and Youth the additional supports that will be put in place for students with MGLD who may return to mainstream education under her re-designation of special schools; and if she will make a statement on the matter. [36173/25]
View answerJohn Brady
Question:413. Deputy John Brady asked the Minister for Education and Youth if she will engage directly with teachers, school leaders and families to consult with them meaningfully before further implementation of re-designation of special schools; and if she will make a statement on the matter. [36174/25]
View answerWritten answers
I propose to take Questions Nos. 403, 411, 412 and 413 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’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 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.
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.
School Admissions
Questions (404)
Shane Moynihan
Question:404. Deputy Shane Moynihan asked the Minister for Education and Youth if additional primary and secondary school places are planned for the Saggart, Rathcoole and Citywest areas to meet the needs of a rising school-age population. [36085/25]
View answerWritten answers
I can assure the Deputy it is an absolute priority that every child in the State has access to a school place and the Department of Education and Youth are continually planning for and investing in existing and new schools to ensure that this is the case.
Since 2020, my department has invested over €6 billion in our schools throughout the country, including over €1.5 billion in Dublin, involving the completion of over 1,375 school building projects.?Between projects currently under construction and projects moving to construction in the coming months, investments by the Department are adding over 610,000 square metres of new and modernised capacity to our school estate.??
At a national level, Ireland has been experiencing growth in overall post primary enrolments and this is projected to continue in many parts of the country for the next number of years before beginning to decline. However, first year enrolments nationally are expected to have peaked in the 2023/24 school year and are beginning to decline from next year. At primary level, there is generally good capacity across the country, although there are some areas under continuing demographic pressures.
While the Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
Where demographic data indicates that additional provision is required, the delivery of such additional capacity is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools
• Extending the capacity of a school or schools
• Provision of a new school or schools
There are a number of active projects at primary level in progress in the Newcastle_Rathcoole school planning area which will provide additional capacity in the area. These projects include new state of the art school building projects for Scoil Chronain and Gaelscoil Lir to provide 16 mainstream classrooms and two special education classroom schools and a 16 mainstream classroom and four special education classrooms for Rathcoole ETNS. In addition, there are recently completed extension projects for Citywest & Saggart CNS and City West ETNS.
At post primary level Holy Family Community School in Rathcoole and Colaiste Pobail Fola, a regional solution established to serve the Tallaght & Newcastle_Rathcoole school planning area, is located in Saggart. There are two post-primary schools’ projects in the school building programme in the school planning area, providing additional capacity. These will, when completed, cater for demand for school places in the area.
The school building project for Colaiste Pobail Fola is being delivered under the department’s Design and Build Programme as a campus project and will deliver a new 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs, currently at Stage 4 - Construction. The project for Holy Family CS is at Stage 4 – Construction.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Department will continue to keep the school place requirements throughout the country, including the Saggart, Rathcoole and Citywest areas, as with other areas across the country, under review.
School Attendance
Questions (405)
Christopher O'Sullivan
Question:405. Deputy Christopher O'Sullivan asked the Minister for Education and Youth the number of children on reduced school days or absences due to school-based avoidance; and if she will make a statement on the matter. [36099/25]
View answerWritten answers
The position of the Department of Education & Youth is that all pupils who are enrolled in a school should attend school for the full day. Where this is not possible for exceptional circumstances this is known as a reduced school day.
A commitment was made to ensure robust data collection on the use of reduced school days and to further ensure that reduced school days are only used in a manner that is limited, appropriate and absolutely necessary. In September 2021, the Department of Education & Youth issued Reduced School Day Guidelines to all schools on the procedures to be followed when reduced school days are put in place for students. These guidelines came into effect on 1 January 2022. These guidelines clearly state that reduced school days should not be used as a sanction, offered as an alternative to a sanction, or used as a behavioural management tool.
Reduced School Days or RSD is a transitionary arrangement which should only ever be considered in very limited and time-bound circumstances such as, for example, supporting a student to return to school after a period of absence, or due to a medical or mental health-related condition, or due to other exceptional circumstance and only with the consent of the parent or the guardians. It is designed to assist the student to attend for some part of the school day along with his/her peers, where it is not possible at a point in time for them to attend in a full-time capacity.
The latest available statistics, which are published on gov.ie, show that during the 2023/24 school year TESS received a total of 1,275 first notifications for school students who were on a reduced school day. This is broken down further as 612 primary students, 566 post-primary students and 97 special school students. The department is committed to publishing data in respect of reduced school days on an annual basis with the data in respect of the current school year due to be published in the autumn of 2025.
The latest available statistics are published at the following link: https://reduced-school-days-report-202324-school-year.pdf
My department continues to work closely with Tusla Education Support Service (TESS) who employs Educational Welfare Officers throughout the country to provide support, guidance and advice to all schools and parents with regard to school attendance issues to ensure that all students are supported to the greatest extent possible to attend for the full school day and to provide the best outcomes for students, school, and parents. The Educational Welfare service does not specifically collate school avoidance information for children.
Teacher Training
Questions (406)
Christopher O'Sullivan
Question:406. Deputy Christopher O'Sullivan asked the Minister for Education and Youth how her Department is supporting teachers in educating autistic children within mainstream school classes; and if she will make a statement on the matter. [36100/25]
View answerWritten answers
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with Special Education Needs (SEN) in mainstream classrooms.
Inclusive education is a mandatory element of initial teacher education (ITE) programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE.
Launched in March 2023, the Policy Statement on Initial Teacher Education looks to build on the work carried out to enhance inclusive education under Céim: Standards for Initial Teacher Education. The Teaching Council provided a report to my department in October 2024 on how the core element of inclusive education has been included in initial teacher education. This will help foster progress on other actions agreed as part of the Policy Statement on Initial Teacher Education.
Furthermore, the Department has initiated a process to move towards a mandatory assessed placement period in a special education needs setting for all student teachers. As part of this, it is envisaged the Teaching Council, on behalf of the Department, will conduct a survey across all Initial Teacher Education (ITE) providers to gain a deeper understanding of the current landscape of school placement provision in special education settings. This will support the consideration of the Teaching Council in the development and approval of a Guidance Note for Higher Education Institutions, to be issued in Q3 2025 around an assessed student placement period in a SEN setting, working with a view to supporting initial change in September 2026.
Funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
Oide’s Leadership team are facilitating the Caidrimh Programme. This provides professional learning and support to guide Special Schools in effectively collaborating, sharing, and distributing their roles and responsibilities to create a school environment that is responsive and inclusive to diverse needs.
The Department provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
In 2024 approximately €852,000 was provided for these programmes to provide for over 300 places.
The Department of Education funds the Teacher Fee Refund Scheme which provides funding towards the cost of course participation and examination fees on successful completion of teacher professional learning courses, including inclusion programmes.
Recognising the need to provide specific supports to teachers in the area of autism, the department developed a guidance document for schools to support the needs of students with autism – “Autism Good Practice Guidance for Schools”. The content is relevant to supporting students across a range of educational environments including mainstream, special class and special school settings.
This guidance document has been developed as a resource for schools to support the needs of students with autism. It aims to assist teachers, SNAs and others working with children and young people with autism in an education setting to understand their needs so there can be effective engagement.
The department provided a number of workshops for schools on the autism guidance across the country and which were very well attended by school staff.
An online learning programme is currently in development for the Autism Good Practice Guidance.
In addition to and separate from Department funded Inclusion/SEN courses, some Higher Education Institutes offer privately funded courses on these topics at post-graduate/master’s level, which participants fund themselves.
Finally, the NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. The NCSE Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
Special Educational Needs
Questions (407)
Barry Ward
Question:407. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the concerns of families that have children with Downes syndrome regarding the availability of special classes for children with a general learning disability, not related to ASD, within mainstream schools; the actions she will take to address this issue; and if she will make a statement on the matter. [36111/25]
View answerWritten answers
Enabling 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.
Of the 3,335 special classes nationwide, 50 are designated by the NCSE for students with a Mild General Learning Disability, 36 at primary level and 14 are at post primary level. These classes can accommodate up to 11 students each.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 399 of these classes have already been sanctioned for the 2025/26 school year. Of these 287 are at primary and 112 at post primary level.
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 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 (HSE).
By the end of the year there will be close to 21,000 special educational teachers and 23,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
Allocations of special education teaching (SET) posts and SNA allocations for the next school year have recently been provided to schools. The NCSE also publish SET and SNA allocations on their website.
Under the new parental notification process, the NCSE have a clearer lens on the level of need for special class and special school places. The vast majority of children and young people looking for special classes continue to be children with autism.
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.
Schools Building Projects
Questions (408)
Conor Sheehan
Question:408. Deputy Conor Sheehan asked the Minister for Education and Youth if she will provide a timeline for construction to begin on a site (details supplied); and if she will make a statement on the matter. [36145/25]
View answerWritten answers
This project to which the Deputy refers has been devolved for delivery to Limerick and Clare Education and Training Board (LCETB).
The design team are currently finalising the tender stage. When this stage is concluded, and approved by the department, the project will progress to construction in due course.
The current status of all projects is listed on a county by county basis at www.gov.ie. and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.