Written Answers Nos. 101-120
103. Deputy Michael Murphy asked the Minister for Education and Youth the way in which it is consistent with a fair, child-centred approach for the NCSE to refuse to issue a letter of eligibility to a child (details supplied) in south Tipperary; and the urgent steps she will take to ensure the child is not denied an appropriate placement for September 2026; and if she will make a statement on the matter. [69737/25]
View answerThe Government is committed to the continued accelerated provision of additional special class and special school places next year by providing at least 3,000 new places in locations where it best meets existing and future demand. The provision of timely information is a key requirement to support the forward planning of new special education provision.
The National Council for Special Education (NCSE) are the statutory body tasked with sanctioning new special education provision in our schools.
The NCSE are currently reviewing and assessing information provided through the parents' notification process which closed on 1 October.
The new timeline of 1 October was publicised widely and communicated to schools, 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.
This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The NCSE advise that the majority of children and young people coming through the Parents Notify process and seeking a special class or special school place for the 2026/2027 school year are already enrolled in school and are being supported by existing special education teachers and special needs assistants.
As with other applications for support, it is important that those who come forward after the closing date are assured that they are not forgotten or excluded from the system.
The NCSE advise my department that they liaising closely with the family of the child referred to by the Deputy and will continue to do so. I would stress that the NCSE will continue to support all children made known to them after 1 October in their existing placement with appropriate supports.
At the same time, it is critical that the NCSE has as much local information as possible as early as possible to effectively plan new provision.
104. Deputy John Clendennen asked the Minister for Education and Youth the process by which the 45 special schools will be selected to take part in the education therapy service which is due to commence in special schools in the 2025-2026 school year; and if she will make a statement on the matter. [69838/25]
View answerIn line with the programme for government commitment, the Education Therapy Service (ETS) has been established as a critical and important support for children and young people in their school environment. The ETS is an additional support for children with special education needs. It is to supplement and not replace existing children’s health and disability services. It is intended to commence initially in specials schools and rollout over time to special classes and mainstream schools.
As mentioned, it is anticipated that the service will commence in 45 special schools at a later stage in the 2025/26 school year.
The selection process to identify schools for inclusion in the initial phase is ongoing and being informed by engagement with our colleagues in the HSE and the National Council of Special Education (NCSE). Factors may include the designation of each special school and current therapy supports available within the special school. It is anticipated that school selection for the initial phase will be complete early in 2026 to ensure that selected schools have the opportunity to engage with the ETS prior to therapist assignment.
Further roll out of the service will occur on a phased basis with a wider roll-out in special schools commencing in the 2026/27 school year. I am conscious where there are 129 special schools that there will be disappointment for those schools not in the initial phase, but it is important to remember this is the start of a new initiative which will see all schools benefit in the coming years.
In the interim schools have access to the NCSE regional therapy support, which provides Teacher Professional Learning (TPL) with follow on/implementation support. These 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.
105. Deputy Joe Neville asked the Minister for Education and Youth when a school (details supplied) will receive its special class hub funding; and if she will make a statement on the matter. [70801/25]
View answerApproximately 97% of all students and the vast majority of students with special educational needs attend mainstream classes with their peers. 15,000 special education teachers and 12,500 special needs assistants (SNAs) support students with special educational needs to attend mainstream classes. Where students have more complex needs a special class place can be provided.
The school referred to by the Deputy currently has one special class dedicated to supporting students with autism. This class has long been in existence and demonstrates the school’s commitment to special education provision.
My department is progressing a long-term project to provide a new school building for the school which will cater for 1,000 students and will include 6 special classes. In addition, the school has a retrofit project ongoing. My department will also engage with the school to ensure it has all necessary facilities to support the students currently enrolled.
Ahead of the current school year, the National Council for Special Education (NCSE) has worked closely with this school to support local children and young people seeking a special class place. The NCSE has provided additional staffing resources in the form of 1.5 special education teaching posts and 2 SNA posts on top of the existing special education class resources to ensure the school can support more students with special educational needs.
The supports allocated are outside of the normal special class allocation and ensure that students can have their educational needs met through an optimal blend of special class and mainstream class supports. This approach can be beneficial where a school is short of available accommodation to establish another special class pending the delivery of additional accommodation. The NCSE will continue to support the school and all of the students attached to its special class.
106. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will provide an outline of the objectives of the Taskforce on Models of Supply for Irish-Medium Education; and if she will make a statement on the matter. [70465/25]
View answerThe Policy for Irish-medium Education Outside of the Gaeltacht was launched on 6 November 2025. A key action under this policy is the establishment of a Taskforce on Models of Provision of Irish-Medium Education. The taskforce will provide a platform for collaboration between my department and key stakeholders on this issue. The taskforce has already met twice and it is anticipated that it will continue to meet monthly over the next twelve months.
The taskforce will make recommendations to my department, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary
• definitions of all models of provision, including related language-based criteria
• how inclusive, high-quality Irish-medium education can be provided within each model
• what supports schools may need to implement the models effectively
• how to effectively assess the demand for Irish-medium education
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model
• procedures and criteria for how schools can transition from one model to another, in order to increase the provision of Irish-medium education, and the supports they may need to do so
• mechanisms to be put in place to facilitate the expansion of Irish-medium provision.
A range of organisations and stakeholders whose input will be important in identifying recommendations in this area have nominated members to the taskforce. I am grateful to the members of the taskforce for their time and commitment in contributing to its body of work over the coming year.
107. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth when her Department will publish clear timelines for the delivery of new school building and extension projects in Kildare north, given the admissions data showing enrolment pressures; and if she will make a statement on the matter. [70777/25]
View answerSince 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. Over €223m has been invested in schools in Kildare North in that period.
The NDP Implementation Plan for the Education and Youth sector will be published next week and the first tranche of projects to progess to construction will be published in January. The department’s implementation plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity and progressing priority projects where local capacity across schools in the area is insufficient.
It is important to note, however, that school enrolment pressures are not necessarily reflective of capacity issues and are typically driven by factors such as school of choice and draw from outside the area. Nevertheless, demographic data, including information on planned residential development, continues to inform the department’s forward planning processes.
Despite substantial new housing delivery in North Kildare, reductions in birth rates and family sizes mean primary school demand has already peaked, albeit some specific local pressures may remain. While post-primary enrolment pressures exist in many areas, it is important to note that there are sufficient places available overall, with 111 first year places going unfilled in North Kildare in 2024/25.
The importance of supporting children to access school places in a fair and transparent way that reduces stress on families is recognised by the department. That is why, in addition to prioritising school place needs as part of NDP project rollout, the department will continue to work towards a nationwide common application system.
The Apply to School pilot for September 2026 admissions included schools in Celbridge. This pilot provided good data including clarity on there being sufficient first year places in the town to meet local needs. Learnings from the pilot will inform how a common application system can streamline the process overall and give earlier certainty to families on school places.
108. Deputy David Cullinane asked the Minister for Education and Youth the level of funding available to schools in Waterford for summer works; and if she will make a statement on the matter. [65666/25]
View answerIn November of this year, the then Minister for Education and Youth Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works. The investment in the first tranche of applications is in the region of €90m.
A major element of the first tranche of approvals is the modernisation of science laboratories in post-primary schools, all of which prioritised lab refurbishment in their applications. €30 million of the 2026 funding allocation will be directed towards upgrading these facilities, supporting the department’s ongoing curricular redevelopment programme.
Applications from schools that were not included in the first tranche of approvals to proceed will qualify to be assessed for progression in the context of funding available for climate action summer works in future years. It is anticipated that the next tranche of approvals will be in the latter half of 2026.
6 Schools across the county of Waterford received approval over a number of different categories in the first tranche of approvals. These schools are: Scoil Náisiúnta an Chlais Mhor, St. Mary’s National School, Ardscoil na nDéise, De La Salle College, Our Lady of Mercy Secondary School and St Angela's Secondary School. It is not possible to provide details of the costings for all applications and categories as all approved applications will be required to go to tender, therefore providing cost details at this point could compromise the achievement of value for money. However, I can assure the Deputy that the investment in these schools is not insignificant and these works will have a really positive impact for these school communities.
This benefit will have been felt across schools in Waterford with respect to previous summer works rollout, with circa €6.5m invested in 40 summer works projects in the county since 2020. This is in the wider context of My Department's investment of almost €135m in capital expenditure since 2020 in Waterford. This investment has supported the completion of 32 school building projects including 3 new school buildings. Currently 18 projects are in construction. In addition, 11 further projects are at an advanced stage of delivery, of which 3 are new school buildings.
Full details of the Climate Action Works Scheme including details of the first tranche of approvals can be found at [gov.ie - Summer Works Scheme]
109. Deputy Peter Roche asked the Minister for Education and Youth if she will review the current system for allocating support-teaching hours to schools, given concerns that allocations are based primarily on data from previous years and therefore do not accurately reflect present-day enrolment levels, pupil needs, or the number of students requiring additional educational support (details supplied); if a more responsive or real-time allocation model is being considered to ensure schools have adequate staffing to meet actual needs; and if she will make a statement on the matter. [70775/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
By the end of the year there will be over 20,000 special educational teachers and Budget 2026 is providing an additional 860 posts. For 2026/27 school year there will be just under 21,000 special education teachers in our schools, with more than 15,000 of these dedicated to supporting children in mainstream.
The Special Education Teacher (SET) allocation model provides schools with additional teaching hours to support the teaching needs of students in mainstream classes.
It is important to clarify that the SET model creates a learning need profile for every school of which enrolments is only one input.
The allocation model uses a variety of data, provided by each school to complete allocations. This data includes, enrolment data, data on educational needs profiles and data on educational disadvantage. All of these inputs are the most up to date available.
Where schools have a unique requirement in their school’s needs such as an immediate change in circumstances, and they have a concern about their allocation, there is an opportunity to seek a review from the National Council for Special Education before the start of the next school year. This review process has been streamlined to make it as easy as possible for schools and it should be noted that over 80% of schools who submitted valid reviews in advance of this school year received additional resources.
My Department will continue to work with all stakeholders on ensuring our allocation model is as responsive to school’s needs as possible.
110. Deputy Albert Dolan asked the Minister for Education and Youth to provide an update on current delays to payments to design teams; and if she will make a statement on the matter. [70756/25]
View answerSince 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects.
The Department’s school building programme is delivered through a range of procurement strategies, which are tailored to the scale and complexity of our projects and programmes and allow access to a diversity of contractors and consultants. This approach has maintained a strong and consistent delivery, even through recent Brexit and Covid-related turbulence in the construction sector
To support the necessary scale of delivery the Department utilises devolved delivery arrangements through a diversity of partners and have put supports in place to bolster the capacity of partner organisations, including buildings officers and project management supports. Smaller scale school building projects, including all Additional School Accommodation scheme projects, are delivered on a devolved basis for the most part. Individual school authorities are typically the client on these projects and they have the responsibility for making payments to Design Teams and contractors in accordance with the requirements and timelines set out in the public services contracts and public works contracts. The Department provides advance funding to school authorities to enable them to make these payments in a timely manner. There should not therefore be any reason for delays with payments for services or works that are delivered in accordance with the requirements set out in the relevant public services contracts and public works contracts. If the Deputy has any particular case in mind regarding a delayed payment, I am happy for the Department to have it examined and to clarify the position regarding payment.
As part of its stakeholder engagement, the Department engages with industry representatives including the Construction Industry Federation (in relation to works contracts) and professional representative bodies such as the RIAI, SCSI and ACEI in which payment of invoices and fees are discussed as part of stakeholder communications. The Department is committed to continuing to work with all stakeholders – in the construction industry and within the school sector - to ensure that all aspects of school building project delivery and associated payments are managed as efficiently and effectively as possible.
111. Deputy Grace Boland asked the Minister for Education and Youth for an update on a new school building (details supplied); and if she will make a statement on the matter. [70742/25]
View answerSince 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. This includes circa €1.66 billion invested in schools across County Dublin.
The project brief for Rush National School includes the construction of a new 2-storey, 32 classroom school along with provision for children with special educational needs. The project has experienced significant challenges to date, including a previous appeal to An Bord Pleanála and changes to building regulations that impacted on project timelines. Extended project timelines meant that a revised planning application was required and this has been lodged with the local authority. A new tender process will also be needed in respect of the new plans.
As part of the revised planning application the Design Team included new decarbonisation measures in accordance with Technical Design Guidance. The updated tender documents will also include updated Mechanical and Electrical requirements in accordance with decarbonisation measures, and compliance with any statutory requirements. The inclusion of these new climate action measures will bring significant benefits to the school.
Government departments are currently in the process of publishing their sectoral NDP Implementation Plans. The sectoral plan for the Education and Youth sector will be published next week and the first tranche of projects to progress to construction will be published in January. This NDP Implementation 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.
112. Deputy Brendan Smith asked the Minister for Education and Youth if she will amend, without further delay, the threshold requirement for the establishment of special classes taking into account the needs of smaller schools; and if she will make a statement on the matter. [70479/25]
View answer130. Deputy Brendan Smith asked the Minister for Education and Youth if the threshold requirement for the establishment of special classes will be amended for the next school year taking into account the needs of smaller schools and particularly those schools under the patronage of smaller churches; and if she will make a statement on the matter. [70480/25]
View answerI propose to take Questions Nos. 112 and 130 together.
This 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.
My department works closely with the National Council for Special Education (NCSE) on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. Together this has delivered 2,700 new places.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at the distance students are travelling to access education. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond. The Parents Notify process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
The NCSE is undertaking analysis of information provided through the Parents Notify process to plot demand for special class places for the 2026/27 school year. The NCSE will also consider vacant places in existing special classes and places that will become available through the regular transition of children from primary for post-primary schools. Once this analysis is completed the NCSE will be equipped to engage with schools to open new special classes in relevant areas. It is envisioned that many of these special classes will be sanctioned by 31 December 2025.
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.
113. Deputy Eoin Hayes asked the Minister for Education and Youth the work her Department has done to engage with survivors of institutional abuse and others who have been forced to undertake child labour and to estimate the cost of expanding the State contributory pension eligibility to those survivors; and if she will make a statement on the matter. [62246/25]
View answerIn the context of a recent protest by a group of survivors outside Leinster House, both An Taoiseach and the then-Minister for Education and Youth, Minister McEntee, engaged with the group concerned on a number of occasions in relation to the issues they had raised.
On the basis of engagement at a meeting of 10 November, and in the context of an ongoing mediation process, the group agreed to cease their protest. An independent mediator is engaging with the group and with relevant Government Departments. This work is proceeding as a matter of urgency with a view to a full resolution as soon as possible.
114. Deputy Tony McCormack asked the Minister for Education and Youth the way in which students are currently being educated around safe and responsible use of social media; the future plans or curriculum developments being considered in this area; and if she will make a statement on the matter. [70426/25]
View answerOnline safety and the safe and ethical use of digital technologies, including social media, is a key component of the Department’s Digital Strategy for Schools. Under the strategy, Webwise, the Irish Internet Safety Awareness Centre, promotes the autonomous, effective and safe use of the internet through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves.
Webwise is funded by the Department of Education and Youth and co-funded through the European Commission and is part of the Irish Safer Internet Centre. Webwise develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools, both primary and post-primary. The [webwise.ie] resource includes a dedicated School/Teachers Hub, a Parents Hub and a Youth Hub. The School/Teachers Hub includes a range of curricular supports for teachers that they can use when teaching pupils/students about online safety
Webwise also run campaigns addressing key topical issues as they arise. With the help of the Webwise Youth Advisory Panel, Webwise develops youth-oriented awareness raising resources and training programmes.
In addition, Oide Technology in Education, the Department funded support service, supports the integration of digital competence, including aspects of digital wellbeing and online safety, where relevant across teacher professional learning programmes delivered through the Oide support service network.
The existing curriculum from early childhood to senior cycle offers multiple opportunities for the development of digital skills and digital literacy, as follows:
• The Primary Curriculum Framework outlines ‘being a digital learner’ as one of seven key competencies. This seeks to support children to become curious, creative, confident, and critical users of digital technology while fostering responsible, safe and ethical use of technology.
• The Primary Language Curriculum highlights the importance of Digital Literacy which supports the child’s ability to locate, select and critically analyse relevant information in text, visual and audio.
• The Science, Technology, Engineering and Mathematics (STEM) Education Curriculum, looks at scientific inquiry, computational thinking and design thinking.
• The Wellbeing curriculum has learning outcomes related to the Media and Digital Wellbeing promoting the safe and ethical use of technology.
Reform of the curriculum at all levels is also underway which will ensure that our young people are equipped with the necessary digital skills and literacy required to participate fully in society.
The updated Junior Cycle SPHE specification includes a number of learning outcomes that relate to social media and the online world, including for example that students should be able to assess the benefits and difficulties associated with their online world, as well as discussing how to share personal information, images, opinions and emotions in a safe, responsible and respectful manner online.
The updated Senior Cycle SPHE specification include outcomes stating that students should be able to demonstrate the awareness and skills needed for nurturing healthy in-person and online relationships.
Schools may also choose to offer short courses which explicitly focus on digital skills. The National Council for Curriculum and Assessment (NCCA) has developed a short course in Digital Media Literacy through which students will learn to use digital technology, to discriminate between multiple sources of information and to participate safely in an online environment.
115. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of schools referred to the Financial Service Support Unit in 2023/2024, 2024/2025 and so far in the 2025/2026 school year; the measures she is taking to support schools through the winter in the absence of a cost-of-living package this year; and if she will make a statement on the matter. [70746/25]
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 day-to-day running costs. Schools have autonomy in their spending, allowing them to make decisions on spending independently at school level.
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. In circumstances where a school is in financial difficulty the Department requests the FSSU to carry out an evaluation of the financial position the school. The Department is committed to offering all available and appropriate supports to these schools, which may include an advance in capitation grant funding, or other measures, as appropriate.
As a result of such evaluations, a small number of schools required an advance in capitation grant funding to be paid to address immediate cashflow issues. The Department continues to liaise with the FSSU regarding supports and guidance to all schools.
In the 2023/2024 school year 31 schools were referred to the FSSU and 2 received an advance in capitation grant funding.
In the 2024/2025 school year 61 schools were referred to the FSSU and 17 received an advance in capitation grant funding.
In the 2025/2026 school year to date, 18 schools were referred to the FSSU and 9 received an advance in capitation grant funding.
The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools. 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 next capitation payments due to primary and post-primary schools will be paid in January 2026.
The Department is committed to offering all available and appropriate supports to schools experiencing financial difficulties, and advises any such schools to engage early with the Department and FSSU.
116. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of Gaelscoileanna which have closed in each of the past ten years. [70362/25]
View answerI wish to advise the Deputy, that the decision-making authority for any change of status, including school closures, is the patron/trustees of the school concerned, and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any change of status proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
As referred by the Deputy, in the past ten years two Gaelscoileanna have closed.
117. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth the steps her Department is taking to improve supports for students with special educational needs at post-primary level. [70429/25]
View answerI understand the Deputy refers to Level 1 and Level 2 Learning Programmes at Senior Cycle. These programmes were made available to schools for introduction from September 2024 and are intended for students whose needs and abilities may prevent them from accessing some or all aspects of other senior cycle programmes. They are personalised programmes, tailored to the individual learning needs of the student.
The introduction of Level 1 and Level 2 Learning Programmes at Senior Cycle is an important development as part of the wider Senior Cycle Redevelopment programme and a significant milestone for special education in Ireland more generally.
I am aware that a number of schools - both mainstream and special schools - are now offering the Senior Cycle Level 1 and Level 2 learning programmes to their students. Level 1 and Level 2 students have access to modules in the curriculum areas of Numeracy; Communication and Literacy; and Personal Care. Additionally, a broad range of elective modules including, for example, Drama, Visual Art, Looking after my Environment, and PE, have been developed by the National Council for Curriculum and Assessment (NCCA) and are currently available for schools to offer.
10 further draft specifications for elective modules including Music, Cookery, and IT Skills, are currently undergoing public consultation until 23 January 2026. The draft specifications can be accessed via the NCCA's website.
Schools will be guided by the Senior Cycle Learning Programmes: Level 1 and Level 2 Programme Statement, as well as my Department's recently published circular.
Each module under the Learning Programmes completed by the student will be certificated by the State Examinations Commission (SEC). I am pleased to say that next summer, it is planned that these students will receive their accreditation on results day alongside their peers following Leaving Certificate Established or Leaving Certificate Applied programmes.
Preparations are underway in my Department and in the SEC to facilitate the validation of learning and the certification process for the first cohort of students following these programmes to receive their accreditation in 2026.
Work is also underway in my Department in relation to a commitment to establish a dedicated Post of Responsibility in schools which offer Senior Cycle Level 1 and Level 2 Learning Programmes and meet certain eligibility criteria as set out in the Senior Cycle Redevelopment Implementation Support Measures document published last May.
The parameters surrounding this Post of Responsibility, including agreeing the criteria that might apply, as well as a comprehensive role description, form part of the discussions of the Post-Primary Implementation Group. There will also be consultation with the school management bodies in finalising these arrangements. My Department will then communicate with schools on this during the coming school year, ahead of the introduction of the post from September 2026.
The rollout of the Senior Cycle Level 1 and Level 2 Learning Programmes is a significant milestone in delivering a quality and inclusive educational experience for all students and reflects the commitment of the government in supporting children with special educational needs to fulfil their full potential.
118. Deputy Tom Brabazon asked the Minister for Education and Youth the progress which has been made in reducing pupil teacher ratios since the publishment of the Programme for Government. [70813/25]
View answerBudget 2026 provides for a total of €13.1 billion investment in education and in youth services in Budget 2026 – an almost 7 per cent increase on last year.
Budget 2026 provides an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030.
This funding reflects the Government’s continued commitment, under the Programme for Government, to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Funding has been provided for 860 special education teachers, across special schools and mainstream settings, along with more than 1700 SNAs. In addition, school leadership supports have been increased and will see additional deputy principals in primary and post-primary schools.
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. In addition to the reductions in the teacher allocation ratio, 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.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio (commonly referred to as PTR) shows the ratio of pupils to teachers improve from 16:1 to 12.8:1.
119. Deputy Eoghan Kenny asked the Minister for Education and Youth the plans her Department has to maintain and refurbish rural primary schools in order to maintain their presence in rural communities across the country, given the threats to such funding due to rural depopulation; and if she will make a statement on the matter. [70185/25]
View answerI should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works including but not limited to, Electrical Works, Mechanical Works, Roof Works, Windows, Toilets Facilities, Science Labs, External Environment Works etc.
The Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools can now undertake additional 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 recently announced CASWS is currently closed for applications. The EWS is open for applications year-round. It is open to a school to make an application under the most appropriate scheme.
120. Deputy Edward Timmins asked the Minister for Education and Youth the status of building projects at schools in west Wicklow (details supplied);; and if she will make a statement on the matter. [70829/25]
View answerThe current status of the 3 secondary school projects referred to by the Deputy is as follows:
The Blessington Community College project has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB). The Project is currently at Stage 2b of the architectural design process. This stage allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. A full grant of planning permission has been received for the school.
KWETB have recently submitted the Stage 2b report to the Department and this is currently under review by the Departments Professional and Technical team. When this review is complete the Department will revert directly to KWETB regarding the next steps. While at this early stage, it is not possible to provide a timeline for the completion of the project. KWETB will continue to engage directly with the school authorities to keep them fully informed of progress.
Regarding St Kevins CC Dunlavin, this project has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects. The project is currently at Stage 2b of the architectural planning design process with a full grant of planning permission received for the school in 2024. Stage 2b is being finalised at the moment. The length of time a project takes to go through each stage varies, depending on a number of factors, including scale and complexity.
While at this early stage it is not possible to provide a timeline for completion of this project, the NDFA will continue to engage directly with the school authorities to keep them fully informed of progress on this important project.
Finally, in relation to Scoil Chonglais Baltinglass, the school was approved a project under my Department’s Additional School Accommodation (ASA) scheme?to provide three general classrooms, one Textiles room, one Music room, one DCG/Tech room, one Home Economics room, two Science laboratories with one Prep area and a two Classroom SEN base.? This project has been devolved for delivery to KWETB.
This project received my Departments approval to go to planning in Q1 2025 and my Department currently awaits a post planning (developed design) report for review. It is now within the remit of the school authority along with KWETB to progress this project.
The Department is committed to ensuring appropriate school accommodation is available for all children in West Wicklow and will in the wider context outlined, ensure that these three projects - as for all projects on our school building programme - are subject to the due diligence required under the Public Infrastructure Guidelines.
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.
Government Departments are currently in the process of publishing their sectoral NDP Implementation Plans. The sectoral plan for the Education and Youth sector will be published next week and the first tranche of projects to progress to construction will be published in January. This NDP Implementation 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.
