Written Answers Nos. 420-440
421. Deputy Richard Boyd Barrett asked the Minister for Education and Youth her views on the availability of early intervention preschool places on the northside of Dublin; the plans to provide new early intervention places in Dublin 11 and Dublin 9, where there is only one setting (details supplied) and some private provision through the home tuition grant. [64701/25]
View answerThe 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 pre-schools, 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.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs. 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. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
The NCSE is currently collating the data and information received by 1 October through the parents notify process and are engaging with schools regarding where specialist provision is best placed for the 2026/27 school year. It is envisioned that the majority of these special classes will be sanctioned by 31 December 2025.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
422. Deputy Mairéad Farrell asked the Minister for Education and Youth when the climate action plan for schools will be announced; and if she will make a statement on the matter. [64712/25]
View answerMy department is leading an ambitious sustainability agenda and has already progressed a wide range of measures to improve the sustainability and energy performance of our school buildings as we work towards Ireland’s 2030 and 2050 climate targets. This work is fully aligned with the national Public Sector Climate Action Plan.
The Public Sector Climate Action Mandate is driving the overall public sector climate action agenda. The Public Sector Climate Action Mandate excludes the school sector which instead has its own dedicated School Sector Climate Action Mandate that best reflects the circumstances of schools and minimises the burden on schools where possible. This Mandate also acknowledges the distinctive role schools play in Education for Sustainable Development and in shaping climate awareness among young people.
The first School Sector Mandate was published in March 2023 and is updated annually to align with the principles of the Public Sector Climate Action Mandate while tailoring the particular requirements to the school sector.
The Public Sector targets require the overall school sector to reduce energy related greenhouse gas emissions by 51% by 2030 and improve energy efficiency by 50% by 2030. This work is being guided by the strategies set out in the School Sector Climate Action Roadmap, which was first published in July 2023 and is updated annually.
This roadmap provides a sector-specific pathway for improving the technical and operational sustainability of school buildings and sustainable school transport along with Education for Sustainable Development. The first School Sector Technical Climate Action Roadmap was published in 2023 and will also be updated annually.
The Department’s approach to the decarbonisation of the school sector is predicated on establishing a credible phased pathway to zero emissions, and meeting 2030 public sector targets through an evidence-based approach, informed by the Department’s Energy Research Programme which has been in place from 1997 with fifty six different research strands.
Together, the School Sector Climate Action Mandate and the School Sector Technical Climate Action Roadmap form the climate framework for the school sector and outline the trajectory to 2030.
The roadmap highlights the need for a flexible and tailored approach to the decarbonisation of the school sector to enable the school sector to meet the required targets. The principal challenge lies around decarbonisation of heating with renewable heating systems and to improve the energy performance of schools that were built at a time when fuel was plentiful, relatively cheap and technology and material choices were not as advanced as today. The roadmap has been developed based on one of the core principles of the pathfinder programmes, namely taking a progressive approach, where investments made do not require dismantling /removal within their lifespan.
Achieving the 2030 targets and the ultimate ambition of net zero emissions by 2050 will require Climate Action Investment and Delivery centring on the following key areas:
• Decarbonisation of new school building projects entering design under the School Building Programme.
• Completion of the School Energy Profile Inventory to establish the energy base line of the school estate enabling targeting and evaluating optimum choices for efficient and effective energy investment.
• Expansion of the Pathfinder Decarbonisation Retrofit Programme which is evaluating and demonstrating the approach to energy retrofit and carbon reduction in the school sector testing energy efficiency solutions and renewable heat technologies.
• Maximising renewable heating options in existing schools by transitioning high carbon fossil fuel towards renewable heating.
• Delivery of the Climate Action Summer Works Programme to progress climate action specific initiatives.
• Completion of rollout of 6 kW Photovoltaic Panels in schools, funded under the Climate Action Fund.
• Enhancing the Energy Research and Demonstration Programme.
• Enhancing with SEAI the Energy in Education Programme.
• Maximising opportunities to support the Climate Action Agenda through an asset management strategy.
The 2025 School Sector Mandate and 2025 School Sector Technical Climate Action Roadmap are currently being prepared for publication in the next few weeks.
423. Deputy Ruth Coppinger asked the Minister for Education and Youth the educational initiatives currently being undertaken to promote equality and inclusion in schools; and if she will make a statement on the matter. [64720/25]
View answerA core value of the curriculum, across all levels of schooling in Ireland, is inclusivity and diversity. The curriculum at primary and post-primary is for all learners, from all backgrounds – regardless of gender, socioeconomic background, race or creed. It aims to foster inclusivity where equality and diversity are promoted.
The National Council for Curriculum and Assessment plays a key role in the development of the curriculum for early childhood education, primary schools and post-primary schools. Inclusion and diversity is called out as a key principle of the NCCA’s work.
In recent years, the diversity of our school communities has been added to through immigration. At primary level, Social and Environmental Education explores social, environmental, cultural, religious and political themes through history and geography. It is framed by global learning themes which include human rights, democracy, equity, social and environmental justice and sustainable development.
Social and Environmental Education looks at personal, Irish, European and global issues—past, present and future. It helps children understand local, national and global events and challenges, and supports them in becoming active, informed, and responsible citizens who value and care for the world around them. It includes an awareness of the motivation for people’s migration to and from Ireland over time and the impact of these movements.
The inclusion of learning about religions, beliefs and worldviews is to support children’s awareness, appreciation and understanding of the rich diversity of religions, beliefs and worldviews in different times, places and circumstances. Worldviews are a framework of beliefs, values and attitudes that can be religious, philosophical, moral, personal, or a combination of these.
Inclusive education and diversity is one of the key principles of the Primary Curriculum Framework. Inclusive education provides for equity of opportunity and participation in every child’s learning, celebrating diversity and responding to the uniqueness of each learner.
The new Primary Wellbeing Curriculum, which includes Social, Personal and Health Education (SPHE), places inclusion and diversity at its core. It recognises the rich diversity of cultures, identities, backgrounds, and families represented within Irish classrooms and ensures that no child is discriminated against on the basis of gender, family status, sexual orientation, religion, age, disability, race, or membership of the Traveller community.
The curriculum aims to create equitable and inclusive learning environments where all children feel valued, respected, and empowered to contribute to their communities. It supports the development of children as active citizens, fostering empathy, teamwork, fairness, and respect for diversity. Key features of the curriculum include challenging stereotypes and recognising and affirming diversity within classrooms and the wider society.
For post-primary level, the NCCA is currently reviewing and updating the Intercultural Guidelines for primary and post-primary schools to support the further integration of intercultural education in the curriculum. The guidelines will be updated this year.
Many subjects that students take at both junior and senior cycle are based on learning outcomes which allow teachers autonomy to work with students in choosing themes that are of interest or relevance to students’ lives. As some issues become topical in society and prominent in the media, teachers can adjust their plans to reflect this and bring these issues into the classroom. The way these courses are designed means that recent political or social developments can be discussed in the classroom and can be incorporated into the curriculum.
Regarding our anti-bulling initiative, Cineáltas: Action Plan on Bullying, was published on 1st December 2022. Cineáltas is my department’s whole-education approach to preventing and addressing bullying behaviour in schools.
Cineáltas is dedicated to the prevention and addressing of bullying behaviour including cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools. It is centred on a child rights-based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying behaviour in our schools.
The Bí Cineálta procedures are centred on a child rights-based approach and support a partnership approach where all members of the school community work together to prevent and address bullying behaviour. The procedures have been updated to take account of gender identity bullying, cyberbullying, racist bullying, sexist bullying, and sexual harassment. They support schools to develop clear strategies to prevent and address these bullying behaviours. The Bí Cineálta procedures must be implemented in schools by the beginning of the 2025-26 school year.
We also have the Delivering Equality of Opportunity in Schools, or DEIS, programme. Tackling educational disadvantage and helping students reach their full potential is a key priority for me as Minister for Education and Youth and for Government. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme, which will commence in 2026.
The new DEIS Strategy will set out the Department of Education and Youth’s strategic vision, goals, and objectives to tackle educational disadvantage in all schools. The Strategy has a focus on developing more innovative approaches and working towards a more flexible system of support to ensure that all schools can receive the right support at the right time. This will involve a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which will be published before the end of the year. Future allocation of overall resources will be considered within the context of the new DEIS Strategy and the availability of resources.
424. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth the formal policy or contractual requirements in place to ensure that all publisher-produced resources, particularly those accompanying mandatory curriculum changes such as the new primary mathematics curriculum, are made available simultaneously and with equal quality, including digital and interactive components in both English and Irish for the benefit of Gaelscoileanna and Gaeltacht schools. [64723/25]
View answer425. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth if she is aware that the new English-language New Busy at Maths series has been released with comprehensive, interactive digital resources aligned with the new primary mathematics curriculum, while a fully updated Irish-language version, including the equivalent integrated resources, has not been made available to Irish-medium primary schools; her views on this discrepancy or plans to take steps to remedy it urgently; and if she will make a statement on the matter. [64724/25]
View answer426. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth if she will engage with publishers (details supplied) to secure a definitive timeline for the release of the fully integrated Irish-language version of the New Busy at Maths series, or equivalent high-quality resource that meets the standards of the English version, including all digital and assessment supports, to ensure equitable resource provision for Gaelscoileanna during the crucial PMC implementation period. [64725/25]
View answerI propose to take Questions Nos. 424, 425 and 426 together.
I can advise the Deputy that it is the current policy within the Department of Education and Youth not to endorse or promote any particular programme, product or publication to support teaching and learning. There are a small number of exceptions where the department has procured textbooks or resources in order to fill a need. There is no obligation for a school to use any particular textbook or programme in their delivery of the curriculum. Apart from a small number of prescribed texts at post-primary, determined by the National Council for Curriculum and Assessment (NCCA), the decisions on which textbooks, programmes and products to use in primary and post-primary schools are taken at school level.
In terms of content, the Department of Education and Youth does not have a role in approving, commissioning, sponsoring or endorsing any content in any publication or product. The Curriculum specification and prescribed syllabus material are determined by the National Council for Curriculum and Assessment (NCCA) www.ncca.ie and it is the responsibility of each individual school to select the resources if any that it will use to support its implementation of the curriculum.
The only requirement from the department, on any resource used in a school, is that it is relevant to the curriculum. Ultimately, the decision on which resources, if any, most appropriately covers the curriculum, rests within the school itself.
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) were established under Section 31 of the Education Act 1998 and one of COGG’s key functions is the provision of teaching resources for Irish Medium schools and significant progress has been made by COGG in providing these resources that meet the needs of teachers and students in schools.
There is strong and ongoing collaboration between my department, COGG, the Council for the Curriculum, Examinations and Assessment (CCEA) in Northern Ireland, Foras na Gaeilge and other organisations that benefits education in Gaeltacht and Irish-medium settings and a wide range of resources are available as a result.
My department has provided funding of just over €3m to COGG in 2025 and additional staff have been approved to further support and enhance its role, particularly to support the implementation of the new Policy on Irish-Medium Education outside the Gaeltacht and the new Action Plan to support the teaching and learning experiences of Irish in English-medium schools. €1m of COGG’s annual budget is put towards providing teaching and learning resources, and this includes new textbooks in Irish.
Since 2020, COGG has been developing ‘An Tairseach’ a portal which provides access to teaching and learning resources for Gaeltacht and Irish-medium schools. Teachers produce resources for ‘An Tairseach’, which are quality assured prior to their publication. Notes and resources for the majority of Junior and Senior Cycle subjects are available online on 'An Tairseach' and COGG will continue to work with teachers to provide comprehensive notes and supporting notes in all subjects. There are currently in excess of 2,000 resources on An Tairseach, between primary and post-primary school resources.
Specifically in relation to Mathematics:
• COGG established the ‘Meitheal an Mhata’ working group in 2025; a collaborative group consisting of academics and representatives from Oide, the NCCA, the NCSE, and COGG itself to support the development of high-quality mathematics resources for Irish-medium schools. The group is currently consulting with teachers through a focus group and a national questionnaire circulated to primary teachers. This consultation will provide insights into teaching and learning needs arising from the redeveloped Primary Mathematics Curriculum. The findings will inform the design of a new mathematics resource, aligned with the curriculum, to enhance teaching and learning.
• The Mol Mata website is being updated to adapt teachers’ lesson plans to reflect the changes in the new Primary Mathematics Curriculum. In addition, pupil tasks are being created for each lesson plan.
• An Irish-language version of the ‘Have You Got Maths Eyes?’ resource pack has been developed, and copies were sent out to schools during Maths Week.
• Two new Maths Trails — one in Spiddal and one in Dublin Zoo — have been developed to highlight the curriculum’s emphasis on noticing maths in the environment and learning through play. Each trail includes questions at different levels, with a strong focus on problem-solving and reasoning. To make the trails accessible and inclusive, friendly Irish-language avatars were created to read the questions aloud. Virtual versions are also available, allowing schools across the country to take part from anywhere.
• The first edition of the STEAM-zine ‘Full STEAM Ahead’ has been translated into Iris; ‘Bain Triail As’ and has been sent to schools. The second edition will be ready for distribution after Christmas.
• A new series of engaging Irish-language videos, Bosa in Airde, Cúig Fhíric Iontacha, has been created by Educational Voice and COGG. Each video presents five interesting facts about a wide range of science topics and themes “from the world around us”.
• cogg.ie/an-tairseach/
• www.curriculumonline.ie/ga-ie/primary/curriculum-areas/mathematics/toolkit/
• pmc.oide.ie/ga/
• ccea.org.uk/learning-resources/mol-mata
• mathscify.org/
• haveyougotmathseyes.com/
padlet.com/eolas1/acmhainn-mata-5kpx1kmwre8s0ivm
• Many Irish-medium events were organised for Maths Week this year. Over 100 classes joined the live quiz for 1st and 2nd classes, and 126 classes took part in the ‘Maths Mystery’ online event for senior classes. A total of 184 pupils and their teachers from Gaelscoil Bharra and Gaelscoil Inse Chór visited Dublin Zoo to complete the Maths Trail at the Zoo. We received 154 entries for the tagline competition.
In line with my department's commitment to promoting the Irish language and language education actions under the 20 Year Strategy for the Irish Language 2010-2030, and the government's aim to increase the use and knowledge of Irish as a community language on an incremental basis, officials and agencies of my department remain committed to the review and reform of the learning and teaching resources for Irish-medium education.
427. Deputy Malcolm Byrne asked the Minister for Education and Youth when her Department will grant full approval to a school (details supplied). [64729/25]
View answerThe school referred to was approved to enter the Department’s pipeline of school buildings under the 2022 Additional School Accommodation Scheme for a project providing a 2 classroom SEN base. The brief was later reassessed by the Department and increased to provide an extra 2 SET in Q1 2025. This project is devolved to the school authority for delivery.
I can confirm that the Department is awaiting a revised Stage 1 (design) report incorporating the increased brief. Once received, this will be evaluated from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The Department’s NDP is due to be published soon and the pending review of this school building project will be considered as part of the implementation plan.
428. Deputy Louis O'Hara asked the Minister for Education and Youth if she plans to review a schools (details supplied) SNA allocation; and if she will make a statement on the matter. [64738/25]
View answerThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
429. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of children in Cork who notified the NCSE by 1 October 2025 that they require an autism-specific class or special school place for the 2026–2027 school year; the number of new classes required to meet this demand; the number sanctioned to date; and the steps she will take to guarantee that all eligible children in Cork receive an appropriate placement for the 2026–2027 school year. [64786/25]
View answer436. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of children in Cork City and Cork County who notified the NCSE by 1 October 2025 that they require an autism-specific class or special school place for the 2026-2027 school year, by primary and post-primary level. [64977/25]
View answer437. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of new autism classes that the NCSE has identified as required in Cork for 2026-2027; and the number that have been sanctioned to date. [64978/25]
View answerI propose to take Questions Nos. 429, 436 and 437 together.
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.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October was set for parents to do so.
This notification process will provide the NCSE with valuable information as to which children will continue to require a special class as they progress to post-primary level and details on students who require a place for the first time.
The earlier date will allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
The NCSE will have a clear picture of the local demand for special class places for the 2026/27 school year after they review and assess all of the information which has been provided through the parents' notification process which closed on 1 October.
Once the NCSE has fully collated and assessed this information, the NCSE will be in a position to engage with schools across the country to open new special classes. The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will become available through the normal movement of children leaving primary or post-primary school.
I understand that this earlier date does not suit every family, however, it is important that an earlier date was introduced to ensure the NCSE can provide clarity and certainty for families much earlier than in previous years. It will also enable schools to plan more efficiently and will see classes needing significant building works open in time for September's intake of students.
I would like to stress that the NCSE will continue to support all children made known to them after the October deadline also, however, it is important for planning purposes that we set an earlier timeframe for which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
430. Deputy Ryan O'Meara asked the Minister for Education and Youth the provisions her Department is putting in place for schools to pay part-time staff such as SNAs, secretaries and caretakers for attendance at whole-day mandatory child protection training; and if she will make a statement on the matter. [64932/25]
View answerChild protection training is mandatory. All school staff who are employed directly by the school should, where possible, attend the child protection whole school training, this includes caretakers, secretaries, bus escorts, SNAs and teachers. It is the responsibility of boards of management to ensure that all school personnel attend appropriate child protection training and retain a record of this training.
Staff who are unable to attend the whole school training, will be provided with an opportunity to attend training, which may be online. Schools may wish to make their own arrangements for staff to attend training outside of their normal scheduled hours.
Where a staff member is unable to attend, absences should be managed in line with a school’s absence management policy. Schools may consider using provisions such as the Croke Park Hours for teachers and the 72 Hours for SNAs (pro-rata for part-time SNAs), which may be used towards training and Continuous Professional Development.
431. Deputy Ryan O'Meara asked the Minister for Education and Youth the provision her Department is making to ensure that schools are fully staffed in situations where school staff on approved forms of leave for example, job share accrue an entitlement to time off in lieu as a result of attending mandatory child protection training; and if she will make a statement on the matter. [64933/25]
View answerChild protection training is mandatory. All school staff who are employed directly by the school should, where possible, attend the child protection whole school training, this includes caretakers, secretaries, bus escorts, SNAs and teachers. It is the responsibility of boards of management to ensure that all school personnel attend appropriate child protection training and retain a record of this training.
Staff who are unable to attend the whole school training, will be provided with an opportunity to attend training, which may be online. Schools may wish to make their own arrangements for staff to attend training outside of their normal scheduled hours.
Where a staff member is unable to attend, absences should be managed in line with a school’s absence management policy. Schools may consider using provisions such as the Croke Park Hours for teachers and the 72 Hours for SNAs (pro-rata for part-time SNAs), which may be used towards training and Continuous Professional Development.
432. Deputy Shane Moynihan asked the Minister for Education and Youth the number of NEPS psychologists assigned to schools in Dublin mid-west. [64946/25]
View answer433. Deputy Shane Moynihan asked the Minister for Education and Youth the number of NEPS psychologist consultation sessions assigned to schools in Dublin mid-west in 2024, by school. [64947/25]
View answer434. Deputy Shane Moynihan asked the Minister for Education and Youth the number of NEPS psychologist consultation sessions delivered by private contractors in schools in Dublin mid-west. [64948/25]
View answerI propose to take Questions Nos. 432, 433 and 434 together.
I thank the Deputy for his question on the National Educational Psychological Service (NEPS). I would like to take this opportunity to outline the work of my department in this area more broadly and the role of NEPS. All schools have access to:
• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line. The NEPS Advisory Support line provides access for schools to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
NEPS is made up of six regions. Regarding the Deputy’s question on staffing of NEPS in Dublin Midwest, I can advise that the constituency falls under Region 1and the total number of NEPS psychologists in Region 1 is 31.5 (WTE). The total number of psychologists working in NEPS at present is 231(WTE).
With regard to staffing levels more generally, 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 the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary commit to joining NEPS upon graduation. There are over 80 Trainee educational psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service recently concluded a recruitment campaign for Educational Psychologists and successful candidates will be appointed shortly.
On the Deputy’s question regarding assessments, I can advise that NEPS psychologists provide a casework service for approximately 9000 children per annum nationwide. The psychologists may work directly with a child or young person, known as Direct Casework and this includes assessment, or the psychologist may work through teachers or teachers/parents to provide a psychological service for a child/young person, known as Indirect Casework.
The focus of the NEPS service is on empowering teachers to intervene effectively with students whose needs range from mild to severe and transient to enduring. NEPS encourages schools to implement a Continuum of Support with each school taking responsibility for providing universal and preventative approaches, as well as early assessment, educational planning and intervention for students with additional needs.
A key part of this, as mentioned above, is the Support and Development work. The focus of the NEPS Support & Development Service is to help enhance school systems, to maximise a whole-school approach to creating school environments that are inclusive, flexible and responsive to the needs of all and to build school capability to provide evidence-informed prevention and early intervention support.
435. Deputy Claire Kerrane asked the Minister for Education and Youth the current status of the proposed ETB development at Drayton Villa, Clara, County Offaly. [64954/25]
View answerThe proposed development at Dryton Villa, Clara, County Offaly (R35 FX28), is located on a site owned by Offaly County Council.
As such, any update on the status of the development would be a matter for the relevant body responsible for the project.
The department does not hold direct responsibility for the site and therefore cannot provide a current status update.
438. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of schools in Cork that reported having no available accommodation for a new autism class during the 2025 NCSE planning process. [64979/25]
View answer439. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of eligibility letters issued by SENOs in Cork from January to October 2025; and the number of these children remain without a confirmed placement. [64980/25]
View answerI propose to take Questions Nos. 438 and 439 together.
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.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October was set for parents to do so.
This notification process will provide the NCSE with valuable information as to which children will continue to require a special class as they progress to post-primary level and details on students who require a place for the first time.
The earlier date will allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025. It is expected that schools opening new special classes would run admissions processes for these classes in Spring 2026.
The NCSE will have a clear picture of the local demand for special class places for the 2026/27 school year after they review and assess all of the information which has been provided through the parents' notification process which closed on 1 October.
Once the NCSE has fully collated and assessed this information, the NCSE will be in a position to engage with schools across the country to open new special classes. The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will become available through the normal movement of children leaving primary or post-primary school.
I would like to stress that the NCSE will continue to support all children made known to them after the October deadline also, however, it is important for planning purposes that we set an earlier timeframe for which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
440. Deputy Ken O'Flynn asked the Minister for Education and Youth the average and longest waiting time reported by Cork parents seeking autism-specific class placements for 2025-2026; and whether the Department tracks these waiting times. [64981/25]
View answer441. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of special class places lost or temporarily unavailable in Cork due to school accommodation constraints in 2025; and the steps being taken to prevent recurrence in 2026. [64982/25]
View answerI propose to take Questions Nos. 440 and 441 together.
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.
Through the accelerated provision of additional special class and special school places over recent years, there are now over 30,000 students enrolled in special classes and special schools. 2,700 new places were created for the 2025/26 school year and these, together with the over 1,200 existing places due to students moving on from primary schools and post-primary schools, has meant that close to 4,000 specialist places were made available for the 2025/26 school year. The NCSE advise that a number of vacancies remain in every county in the country including a small number in County Cork.
A small number of schools in Cork are still receiving building works in order for classes to open. These schools have been provided with teaching and special need assistant resources and have made contingency arrangements for students to ensure they are being supported while awaiting the completion of works.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some children are travelling 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.
The NCSE is also working on sanctioning the majority of new special classes for the 2026/27 school year by 31 December 2025. This is four months earlier than last year and will bring clarity and certainty for both parents and schools as to where classes will be located. The earlier date of sanction will afford schools much earlier lead in time to plan and execute works than in previous years.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
