Written Answers Nos. 317-337
317. Deputy Michael Murphy asked the Minister for Education and Youth if she is aware of the significant financial pressure on schools in meeting day-to-day operational costs such as heating, insurance, cleaning and electricity; the additional supports being provided in 2026; and if she will make a statement on the matter. [67136/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters.
318. Deputy Michael Murphy asked the Minister for Education and Youth if she will provide details of the financial supports available to small rural primary schools that are struggling to meet basic operational costs in 2026; and if she will make a statement on the matter. [67137/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. My Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026.This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
319. Deputy Michael Murphy asked the Minister for Education and Youth if she is satisfied that current capitation rates are adequate to meet the real costs of running a school; if her Department has carried out a recent review; and if she will make a statement on the matter. [67138/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. My Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management - [www.fssu.ie].
My Department is currently working on a project to facilitate aggregate analysis of school accounts’ data, which will deliver greater data-informed decision making to inform financial policy and improve targeted advisory support for schools. This project will entail analysis of schools’ costs and expenditure data in tandem with data sources from other areas of the Department to better determine key drivers of expenditure across schools.
320. Deputy Michael Murphy asked the Minister for Education and Youth if additional funding will be provided to schools facing high heating and electricity costs, particularly in older buildings and rural schools; and if she will make a statement on the matter. [67139/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. My Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management - [www.fssu.ie].
321. Deputy Michael Murphy asked the Minister for Education and Youth if she has engaged with the Department of Finance or the insurance sector regarding the increasing insurance costs being reported by many schools; and if she will make a statement on the matter. [67140/25]
View answerMy department is aware of insurance costs in schools, and has initiated a review into insurance practices in the school sector. The review is engaging with all stakeholders, including the Department of Finance and the insurance sector itself.
322. Deputy Michael Murphy asked the Minister for Education and Youth if she is aware of the increasing reliance on parent and community fundraising to cover core operational expenses in many small rural schools; and if she will make a statement on the matter. [67141/25]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure, in accordance with [Circular 0060/2013 (https://circulars.gov.ie/pdf/circular/education/2013/60.pdf)]. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters – [www.spu.ie].
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management - [www.fssu.ie].
323. Deputy Michael Murphy asked the Minister for Education and Youth if her Department has analysed the additional administrative and operational pressures on small rural schools with multigrade classes; and if she will make a statement on the matter. [67142/25]
View answer324. Deputy Michael Murphy asked the Minister for Education and Youth if she intends to increase principal release days for teaching principals in small schools to support administration and management demands; and if she will make a statement on the matter. [67143/25]
View answer325. Deputy Michael Murphy asked the Minister for Education and Youth if she will outline measures in place to support the long-term viability of small rural schools facing enrolment, staffing and funding pressures; and if she will make a statement on the matter. [67144/25]
View answerI propose to take Questions Nos. 323, 324 and 325 together.
The government is very aware that small schools are an important part of the life of local communities. The Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports.
The current small schools' project is currently being implemented on a pilot basis to support collaboration and sharing of resources among small schools in rural areas. Learnings from the evaluation of the current small schools' project will be invaluable and will form a strong basis to inform the future policy direction in relation to all small schools. This will include the development in my department of future proposals to deliver on the Programme for Government commitment.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. More favourable ratios are implemented for DEIS Urban Band 1 schools. A three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
While small schools have benefitted from the recent improvements in the staffing schedule, there are also specific staffing measures aimed at small schools. Such measures include reduced enrolment thresholds where a school is 8km or more away from the nearest school of the same type of patronage/language of instruction and a specific staffing appeal criteria aimed at small schools which allows the school to appoint/retain a teacher on the basis of current enrolment rather than the previous 30 September. In addition, sole primary schools on our islands have a second classroom teacher allocated, regardless of enrolment.
I recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities. Recent improvements in relation to school management and leadership structures which have benefitted small schools include:
• all primary schools with a teaching principal have a minimum of 37 Principal Release Days, that is, one administrative day per week. Schools with one special class have 4 additional release days, a total of 41 in the school year.
• schools with two special classes have administrative principal status regardless of enrolment
• the second teacher in two-teacher schools have Deputy Principal status as opposed to holding Assistant Principal II posts.
• Restoration of middle management positions were prioritised in recent Budgets with 500 additional AP II posts allocated to primary schools in the 2024/25 school year. For the 2025/26 school year, the equivalent of 500 AP II posts is being distributed as 110 AP I and 251 AP II for the purposes of fully restoring all PORs in primary schools.
326. Deputy Michael Murphy asked the Minister for Education and Youth if she will provide funding for energy-efficiency upgrades in older school buildings, including many small rural schools where energy costs are disproportionately high; and if she will make a statement on the matter. [67145/25]
View answerMy Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings as part of our work towards 2030 and 2050 climate targets. This performance has been recognised at both National and International level with sustainable energy awards for excellence in design, specification and delivery. My Department's policy is supported by a strong research programme with fifty-six research programmes at various stages.
It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions in line with the department’s School Sector Technical Climate Action Roadmap (https://www.gov.ie/pdf/?file=https://assets.gov.ie/315407/1680010b-23cc-4c17-94b9-9dc5096c5c67.pdf#page=null) which was first published in 2023 and is updated annually.
Funding has been provided for the roll-out of 6 kW Photovoltaic Panels in all schools, funded under the Climate Action Fund. This is providing renewable electricity to these schools for use on site during school opening times and also income for the electricity they export to the grid via the clean export guarantee tariff. This tariff provides an opportunity for micro-and small-scale generators in Ireland to receive payment from their electricity supplier for all excess renewable electricity they export to the grid.
In addition to the above the Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. This multi annual programme enable Schools to identify and undertake measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance. The Minister recently announced a €90 million investment package for the 2026 Climate Action Summer Works Scheme.
327. Deputy Michael Murphy asked the Minister for Education and Youth if there are delays in the emergency works scheme affecting small rural schools; the average decision timeline; and if she will make a statement on the matter. [67146/25]
View answerAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the devolved basis of a minimal scope works only to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The EWS is open to primary and post primary schools with permanent recognition and in non-rented accommodation.
To make an application schools must complete the online Emergency Works Application Form available through the Esinet system.
With regards to delays in the emergency works scheme affecting small rural schools, there are currently no delays as each application is assessed on its own merits. The EWS team endeavour to provide a decision as soon as possible upon receipt of the application and all relevant information and reports. However in certain circumstances applications may need to be reviewed by technical colleagues to aid in the decision making.
328. Deputy Barry Heneghan asked the Minister for Education and Youth the number of children in Dublin Bay North awaiting a special school place for the school year beginning in September 2025, with comparative figures for September 2021, September 2022, September 2023 and September 2024, in tabular form; and if she will make a statement on the matter. [67165/25]
View answer329. Deputy Barry Heneghan asked the Minister for Education and Youth the number of children in Dublin Bay North awaiting an autism school place for the school year beginning in September 2025, with comparative figures for September 2021, September 2022, September 2023 and September 2024, in tabular form; and if she will make a statement on the matter. [67166/25]
View answerI propose to take Questions Nos. 328 and 329 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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. 407 new special classes were sanctioned for the 2025/26 school year. Of these 103 are in County Dublin, 81 at primary and 22 at post-primary level.
This brings to 705 the number of special classes currently in operation in the county. There are also 40 special schools in Dublin with approximately 2,643 students enrolled. Two of the five new special schools for the 2025/26 school year have opened in Lucan and Belmayne also.
The NCSE has advised my department just under 3,300 valid notifications were received by mid-February via their new parent notify service. While parents were asked to notify the NCSE by mid-February the NCSE received further notifications after this date. The NCSE advise that a number of vacancies remain in every county in the country.
It is expected that a similar number of special class and special school places may need to be provided over each of the next few years, that was provided in recent years. As more and more special classes open in primary schools and as the overall level of enrolments at primary level reduce, it is expected that over time the normal annual progression of students from primary special classes to post-primary will provide a significant number of places each year for younger students seeking a special class placement. At post-primary level, my department has already written to all schools asking them to prepare to provide on average four special classes each.
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.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the timeline and process.
The NCSE report a very significant level of engagement and contact from families before 1 October.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
330. Deputy Barry Heneghan asked the Minister for Education and Youth the number of sanctioned autism classes in Dublin Bay North that are scheduled to open for the start of the school term in September 2025, with comparative figures for September 2021, September 2022, September 2023 and September 2024, in tabular form; and if she will make a statement on the matter. [67167/25]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Almost 1,900 classes have been sanctioned by the National Council for Special Education (NCSE) in the last five years, sixteen new special schools have been established and many more expanded. For the 2025/26 school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to over 3,700. Five new special schools were established and capacity is being expanded in a number of other special schools.
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.
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.
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.
The details requested of the number of new special classes in Dublin Bay North are listed in the following table.
|
Year |
2021/2022 |
2022/2023 |
2023/2024 |
2024/2025 |
2025/2026 |
Total |
|
Number of classes |
6 |
4 |
6 |
4 |
7 |
27 |
332. Deputy John Connolly asked the Minister for Education and Youth the position regarding the introduction of the new leaving cert curriculum; and if she will make a statement on the matter. [67188/25]
View answerI am committed to Senior Cycle Redevelopment and the implementation of the programme of reform as committed to in the Programme for Government. The benefits of the changes under the programme are already being experienced by many students in our classrooms today.
Since September 2022, Leaving Certificate Applied students may access LCE Mathematics and an LCE Modern Foreign Language (MFL). In such cases, students receive an integrated statement of results from the State Examinations Commission (SEC). From September 2022, the subject groupings that previously applied to the Leaving Certificate Vocational Programme (LCVP) were removed and this has seen very significant growth in the number of students accessing the LCVP Link modules.
In September 2024, Level 1 and Level 2 Learning Programmes were introduced to schools and made available to students with additional needs at Senior Cycle for the first time.
There is currently a suite of electives available to schools, with further elective modules in development. 10 draft module specifications including Music, Cookery, and IT Skills, are currently out for public consultation until 23 January 2026 and can be accessed on the National Council for Curriculum and Assessment’s website.
As the Deputy will be aware, through Senior Cycle Redevelopment programme, the specifications for all current Leaving Certificate curricular subjects are scheduled to be redeveloped by 2029 in annual groupings. A schedule for the redevelopment of Leaving Certificate subject specifications and modules has been published by the National Council for Curriculum and Assessment (NCCA).
The first tranche of 9 new and revised subjects have been introduced for this academic year and will be examined for the first time in 2027. These subjects include Biology, Business, Chemistry, Physics, Arabic, Latin, Ancient Greek, as well as two new subjects; Drama, Film and Theatre Studies (DFTS) and Climate Action and Sustainable Development (CASD).
DFTS and CASD were introduced in a number of selected Phase One Schools this academic year. The Department is supplying technical equipment to schools introducing DFTS (including film production equipment, cameras, microphones, and lighting). The Department is also providing access to a free streaming media service, as well a subscription to the UK National Theatre Collection 2 on Drama Online, giving teachers access to prescribed materials and learning resources.
A once-off establishment grant of €5,000 was paid to Phase One schools introducing CASD in September 2025. Additionally, all Phase One schools in the free education scheme will be provided with an annual grant of €50 per student to support engagement with the new subjects, including attendance at performances and creative projects, and supporting students with the applied learning tasks and action projects.
An additional temporary teaching allocation has been provided to Phase One schools of 4 hours (or 0.2 WTE) in this 2025/2026 academic year to allow for backfilling of a post and 8 hours (0.4 WTE) will be allocated next year.
The Tranche 2 subject specifications, including Accounting, Construction Technology, English, Engineering, P.E., Geography, and redeveloped modules for LCVP (renamed Life, Community & Work), are scheduled for introduction in schools in the 2026/27 school year.
The revised specifications for both English and Accounting have been delayed by at least one year, while implementation matters are further considered.
Tranche 3 subject specifications will be available for public consultation on a phased basis from October 2025 to April 2026. Draft specifications for Computer Science and Design and Communication Graphics are currently out for public consultation, running until 26 November.
Public consultation on the background papers and briefs for the Tranche 4 subjects concluded on 17 November.
The redevelopment programme is accompanied by a robust framework of teacher professional learning (TPL) provided by Oide, the support service for teachers. Oide has already delivered professional learning to over 31,000 school leaders and teachers in the previous school year, in whole school days, with further strong attendance at subject specific days focused on the Tranche 1 subjects.
The NCCA has worked closely with the SEC to publish specific guidelines for the completion of AACs. The AAC guidelines explain the steps all students must follow during the two-year course, with teachers closely monitoring and authenticating their work across several distinct stages of activity. These activities contribute to the generation of student evidence of learning and achievement.
Four sample examination papers (two at Higher Level, two at Ordinary Level) in each of the Tranche 1 subjects, totalling 72 papers including Irish language versions, were published by the SEC in April 2025. In addition, sample briefs for the AACs in each of the Tranche 1 subjects have been published by the SEC, and a live brief for the AACs in all relevant Tranche 1 subjects will be issued in January 2026.
The SEC has recently published Coursework Rules and Procedures, which apply to all coursework completed during the 2025/26 school year. The document consolidates all previous SEC instructions regarding coursework, and sets out the process for the completion, authentication and submission of valid coursework for assessment in the State examinations. The published rules and procedures were finalised in close collaboration with my department and underwent consultation with key stakeholders prior to publication.
The Senior Cycle Redevelopment Implementation Support Measures document, published last May, contains a robust package of supports developed through extensive negotiations with both post-primary teachers’ unions. It is in place to ensure schools and teachers are fully equipped to deliver on this ambitious programme.
As part of the published Implementation Support Measures package, we are committed to not only effectively doubling the current Physics and Chemistry subject grant but also expanding it to cover Biology and Agricultural Science as well. The grant will be increased from €13 to €25 per student per (qualifying) subject. This will equate to almost €3 million in annual grants to schools. The Science Support Grant 2026 will be paid to schools in January 2026, earlier than the previous norm of a June payment date. The grant will be paid in January each year from then on.
Additional middle management posts for schools are also part of the package of measures being introduced to support redevelopment of Senior Cycle.
Under a commitment in the support package, my department has established the Post-Primary Implementation Group, comprised of the Department and the Teacher’s Union of Ireland (TUI). The group focuses on matters impacting teachers, including school leaders, relating to curriculum and assessment enactment at Senior Cycle. The group has met on four occasions to date, most recently on 2 October.
The Department continues to advance and deliver on commitments within the support measures document whilst seeking to respect the different outcomes to the union ballots conducted earlier this year.
My officials and I will continue to meet with all our education partners as we continue to implement the Programme for Government commitment to implement the redevelopment programme and deliver for our post-primary students.
333. Deputy Michael Cahill asked the Minister for Education and Youth to urgently address the longstanding issue of pension entitlements for school secretaries and caretakers who have shown extraordinary patience and deserve a just and long-overdue resolution; and if she will make a statement on the matter. [67195/25]
View answerRecognising the vitally important role of secretaries and caretakers within school communities, Department officials have been working intensively with stakeholders, with the Workplace Relations Commission (WRC) and with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, to establish a platform for meaningful discussion and resolution.
I believe that all parties have a responsibility to make sure that these talks succeed and that both sides must come together with an open mind without preconditions or preconceived ideas of a final outcome.
My Department has been engaging with Fórsa over the past number of weeks under the auspices of the WRC. The matter has now been referred to the Labour Court. The parties remain in process, and my department remains committed and ready to engage with Fórsa to reach a resolution on this important matter.
334. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department and NCSE will engage fully with the parents of child (details supplied) in relation to a school place; and if she will make a statement on the matter. [67211/25]
View answerEnabling students 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 students with special educational needs are supported to attend mainstream classes with their peers. Where students 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 students will be supported to receive an education in the most inclusive setting possible.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at [oireachtasqueries@ncse.ie].
The NCSE have advised that they are engaging with the family of the young person referred to by the Deputy and are providing ongoing support.
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.
335. Deputy Eoghan Kenny asked the Minister for Education and Youth for an update on the school project (details supplied) and if she will engage with the school on the works as a matter of urgency; and if she will make a statement on the matter. [67212/25]
View answerThe school to which the Deputy refers was approved to enter the Department's pipeline for a project under the Additional School Accommodation scheme. The project will provide one Science lab & prep area, one Construction Studies room & prep area, one Multimedia Room, one Music room, two class SEN base and project store.
The Stage 2b Report for the project was received by my department in November 2025 and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines.
Furthermore, 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 roll-out 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 roll-out over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
My department is now preparing an NDP implementation plan which is due for publication later in the year. This 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 NDP implementation plan will be considered as part of the ongoing review of this school building project. Once the NDP implementation plan is finalised my Department will be in a position to inform the school with the outcome for the progression of this much needed project.
336. Deputy Gillian Toole asked the Minister for Education and Youth further to Parliamentary Question No. 280 of 10 November 2025, the reason for the delay in preparing a large scale recruitment campaign for the education therapy support service by the National Council for Special Education; the contingency plan if recruitment is unsuccessful; the interim supports that will be put in place for children later in the 2025-2026 school year; and if she will make a statement on the matter. [67251/25]
View answerThe Education Therapy Support Service (ETSS) was established in June 2024 within the NCSE, through the permanent sanctioning of 39 therapist positions. Subsequently in June 2025, the 2025 Education Plan, confirmed government’s commitment to and approval of the establishment of the Education Therapy Service (ETS).
The development and delivery of the ETS will be informed by detailed engagement, which is on-going, with our colleagues in the HSE and stakeholders and will build on the National Council for Special Educations’ (NCSE) work previously completed through the Educational Therapy Support Service (ETSS) and the School Inclusion Model. The ETS is an additional support for children and young people in their school environment. It is not a replacement for existing children’s services from which provision will continue.
As referenced in Parliamentary Question No. 280 of 10 November 2025, it is anticipated that the ETS will commence in 45 special schools at a later stage in the 2025/26 school year and will be supported by a panel of 90 therapists comprising of senior and staff grade. The NCSE is currently finalising a large-scale recruitment campaign which is anticipated to go live in the coming weeks. Further roll out of the service will occur on a phased basis over the 2026/2027 schools year.
In addition to the ETS, the ETSS, which will be subsumed into the ETS, provides two strands of support, Regional Therapy and Sustained In-School Therapy to both mainstream and special schools.
Sustained in-school support (SIT) is provided to schools for a defined period of 18-24 months in line with the School Inclusion Model. 22 schools in the Eastern region are currently availing of this service and 28 schools in the Western region will receive support under SIT from September 25.
Regional therapy support provides Teacher Professional Learning (TPL) with follow on/implementation support by NCSE therapists. The focus of this support is to build the capacity of schools and to embed the learning from TPL into their teaching practice, through In-school coaching and co-facilitation of interventions, strategies and resources, with a focus on whole school (Tier 1) and targeted/school support levels (Tier 2) of a multitiered system of support. Regional Therapy seminars are available nationally for the 2025/2026 school year.
My Department and the National Council for Special Education (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.
337. Deputy Pearse Doherty asked the Minister for Education and Youth the estimated cost of insurance for personal injury and third-party property damage for all public primary and post-primary schools; and if she will make a statement on the matter. [67304/25]
View answerThis detail is not currently available as the insurance figures for schools are all apportioned to one cost-code, i.e. that for overall school insurance. Only the student insurance, - which is for student cover for sports and other activities, - is apportioned separately. The estimated overall insurance cost for non-ETB schools (i.e. all schools that submit their accounts to the FSSU) in the latest year for which figures are available is approximately €35m. My department is currently conducting research into insurance practices in schools, including costs and their drivers.
