Written Answers Nos. 141-160
141. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will sanction an ASD class in a school (details supplied) where this is an emerging need to allow autistic children in the area to learn alongside their siblings and neighbours; and if she will make a statement on the matter. [70470/25]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
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.
This notification 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 expected that many of these special classes will be sanctioned by 31 December 2025.
Once this analysis is complete, the NCSE will be equipped to engage with schools to open new special classes in relevant areas.
The NCSE advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school and are being supported by existing special education teachers and special needs assistants.
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.
142. Deputy James Geoghegan asked the Minister for Education and Youth the position regarding her Department’s primary school survey; the next steps following the survey’s conclusion; and if she will make a statement on the matter. [70226/25]
View answerThe Primary School Survey, which was launched on 4 November, is due to close on Tuesday 16 December.
The survey – the largest of its kind ever undertaken in Ireland – is school specific and aims to assess demand and preferences for different types of primary school provision including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
Through the survey, my department is seeking clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision. The results of the survey will help my department plan how education is provided at primary level.
Parents, guardians, primary school staff and primary school Board of Management members have been invited to complete a survey.
I encourage all parents and guardian with children in primary school and all parents and guardians of children not yet in primary school to take this opportunity to complete a survey and “Have Your Say” about the primary school that your children attend now or will attend in the future. I also encourage all primary school staff and Board of Management members to complete a survey on your primary school.
The survey is not a final step. Where there is clear support for change to be considered, a further process of inclusive dialogue will begin.
My department will use the survey results to input into its analysis of national, local and school-specific data to help the department in respect of planning at primary school level. The department will work with relevant stakeholders on actioning the outcomes from the surveys in the context of future school planning.
Initial high-level summary results will be published in early 2026.
The survey can be completed on [www.gov.ie/primaryschoolsurvey].
My department has robust arrangements in place to ensure the integrity and security of the primary school survey process. Arrangements for validating survey returns operate after survey returns are received as this facilitates ease of use for survey users.
Information regarding the survey can be accessed on [www.gov.ie/primaryschoolsurvey].
143. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth for an update on the development and extension plans for a school in Cork (details supplied); and if she will make a statement on the matter. [67783/25]
View answerThe project to which the Deputy refers has been devolved for delivery to the Joint Managerial Board (JMB).
Coláiste an Phiarsaigh was approved as a new large scale capital project for the provision of a 750 pupil post primary school with four Special Educational Needs (SEN) classrooms.
The project is currently at Stage 2b of the architectural design process. This allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. Planning permission for this project was obtained in September 2025. The Design Team are now working to complete the Stage 2b report for submission to the Department.
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.
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.
The current status of all projects is listed on a county-by-county basis at www.gov.ie. under item number 10 and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
144. Deputy Grace Boland asked the Minister for Education and Youth the resources which are being provided to schools to support children with mild, moderate and severe diagnosis of dyslexia; and if she will make a statement on the matter. [70743/25]
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 provides that students will be supported to receive an education in the most inclusive setting possible.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia.
In working to develop a more inclusive education system, we want to ensure students are supported as far as possible to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes. To achieve this objective, 15,000 special education teachers have been allocated to schools. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs in mainstream classes.
These additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
To support teachers in mainstream schools to meet the needs of all students my department funds 338 places each year in post-graduate special education needs programmes. In addition, the NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support. The need for any additional provision or resources for schools to support students with dyslexia is subject to ongoing review by the NCSE.
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.
145. Deputy John Paul O'Shea asked the Minister for Education and Youth if she will conduct a review of school transport routes in rural parts of Cork county, particularly in areas such as Duhallow and Muskerry, where students continue to be left without concessionary tickets; and if she will make a statement on the matter. [69159/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. In the current school year over 180,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country.
This figure includes over 151,000 pupils travelling on primary and post primary services, over 24,000 pupils with special educational needs, and just under 5,500 pupils who have arrived to Ireland from Ukraine.
As of 12 November 2025, 19,765 mainstream tickets have issued for County Cork for the current school year.
Under the current terms of the School Transport Scheme, children are eligible for transport where they reside not less than 3.2km from and are attending their nearest primary school, and reside not less than 4.8km from and are attending their nearest post primary centre, as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are operating and have capacity.. Children who are not eligible, but who apply for school transport, are considered for spare seats that may exist after eligible children have been facilitated. These are referred to as concessionary seats.
Following the closing date for payment, Bus Éireann assess all applications and plan for routes and services for the school year. Routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for the following school year.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Once routes have been finalised, Bus Éireann assign tickets for each school transport service. Tickets usually begin to issue in mid-July and will continue to issue throughout July and August. Families who are unsuccessful in obtaining a seat will be notified via email and a refund will issue.
The availability of concessionary transport can vary from year to year, depending on the number of applications received. The priority is to facilitate children and young people who are eligible under the current terms of the School Transport Scheme.
146. Deputy Martin Kenny asked the Minister for Education and Youth if she can give an update on the new build applications and extensions for a school (details supplied); and if she will make a statement on the matter. [70321/25]
View answerThe two schools to which the Deputy refers were approved to enter my department’s pipeline for projects under the Additional School Accommodation (ASA) Scheme
The ASA project at the primary school was approved for the provision of one mainstream classroom, a four-classroom Special Educational Needs (SEN) base, and one Special Education Teacher (SET) room. This project is currently at Stage 1 (Preliminary Design) of the architectural design process. Due to an increase in the project brief, a new design team was required, which resulted in a revised delivery schedule. My department are currently awaiting the submission of a stage 1 report.
The ASA project at the post-primary school was approved for the provision of eleven general classrooms, three SET rooms, one multimedia room, one textiles room, one science lab and prep area, three classroom SEN base and the removal of existing prefabs. The project is currently at Stage 1 pending the submission of a Stage 1 report. Project timelines were impacted by the requirement to complete a site acquisition, which was undertaken by MSLETB.
The length of time a project takes to deliver depends on several factors, including scale and complexity and is subject to the time it takes to progress through the various design stages, and the statutory approval process.
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.
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.
147. Deputy Paul Lawless asked the Minister for Education and Youth the number of sanctioned special classes that are delayed due to incomplete modular accommodation or refurbishment works; and the contingency plans in place to prevent children from being left without a school place in September. [70380/25]
View answerThe 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. All special classes sanctioned for the 2025/26 school year have been established and allocated their teachers and special needs assistants.
The SEN repurposing scheme was a new initiative which was introduced for new special classes for 2025/26 and has proven hugely successful in supporting the opening of new special classes. Over 80% of the 407 new special classes are being established in schools within existing available accommodation which is being repurposed to provide special classes.
Where the permanent accommodation solution is not yet complete the NCSE is working closely with schools and families to support the development of contingency arrangements for students enrolled in these new special classes. Teaching and Special Needs Assistants have been allocated to schools opening new special classes and it is expected that these staff would work closely with students enrolling in new special classes under any contingency arrangements that may be necessary for some schools.
The Department and NCSE are continuing to work to forward plan for special education needs for the 2026/27 and future school years. 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 the aim of the NCSE to sanction the majority of new special classes for 2026/27 by 31 December 2025.
148. Deputy Darren O'Rourke asked the Minister for Education and Youth for an update on the SNA Workforce Plan; the date on which it will be published; if it will recognise the expanded role of SNAs; and if she will make a statement on the matter. [70747/25]
View answerI would like to thank the Deputy for their request to provide an update on the SNA workforce Development Plan. I very much value the vital role that the more than 23,000 special needs assistants (SNAs) play in the successful inclusion of students with special educational needs in our primary, post-primary and special schools.
The Special Needs Assistant (SNA) Workforce Plan remains a priority for my department and significant progress has been made to date. Research in preparation for the plan includes:
[Focus Groups with School Leaders ]
[National Survey of Special Needs Assistants]
Consultation with children and young people
Findings from this research provided valuable insight into the evolving role of the SNA and helped to inform proposals for the plan.
In addition, extensive collaboration and planning has been undertaken through working groups and stakeholder groups. This consultation is largely concluded and proposed actions have been developed. These actions must be carefully considered by my department and by the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, before being approved for implementation. While it is not possible to be definitive on a publication date for the plan it is at an advanced stage.
The plan will reflect the evolved role of the SNA and will include measures to support SNAs and school communities in areas such as training, quality, recruitment and retention. Work is progressing on related initiatives including updating key circulars, a review of the SNA employment contract, and the development of a redeployment scheme.
I remain committed to ensuring that SNAs continue to be supported to effectively meet the needs of children and young people with special educational needs in our schools.
149. Deputy Claire Kerrane asked the Minister for Education and Youth to provide an update on the progress of a project (details supplied); when it is expected to move beyond the stage 2b process; and if she will make a statement on the matter. [69001/25]
View answerThe major building project for the school referred to by the Deputy is now at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, which includes the application for statutory approvals, which have been secured, and the preparation of tender documents.
My department received the Stage 2b submission report from the Design Team earlier this year in March 2025. My department commenced a detailed review of this report by the multi disciplinary team and comments were issued to the Design Team requesting clarification. The Design Team have addressed these comments and the responses to those queries are currently under ongoing detailed review.
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.
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.
150. Deputy Seán Crowe asked the Minister for Education and Youth if she is aware of any ongoing difficulties between sports clubs and schools run by religious institutions for access to and use of sporting facilities; if her Department is dealing with any such cases; and if there is a procedure for doing so. [70412/25]
View answerMy department has not been formally notified of any difficulties between sports clubs and schools run by religious institutions for access to and use of a school's sporting facilities.
My department has published procedures on the use of school buildings and school sports facilities outside of school hours. The purpose of these procedures is to assist schools that wish to make their buildings and sports facilities available to community groups, sporting clubs, or other organisations outside normal school hours.
The procedures set out the requirement for,
• Clear legal agreement with termination clause between the club and the school management
• Consultation with Patrons, Trustees and land owners
• Agreement between the school and the club on costs
• Compliance with governance manuals for specific school types.
151. Deputy Noel McCarthy asked the Minister for Education and Youth further to Parliamentary Question No. 138 of 17 July 2025, the progress made to date by her Department to ensure that a green area is made available for the use as a playing pitch by local schools (details supplied); and if she will make a statement on the matter. [70409/25]
View answerThe campus referred to by the Deputy was completed in Q4 2023 and delivered a new 1,000 pupil post-primary school and two 24 classroom primary schools and accommodation, including 14 classrooms across the three projects, for children with special education needs. The campus project also delivered 3 GP areas, a PE Hall in the post-primary school and 13 ballcourts in total.
The lands to the south of the site have been designated as a flood retention area as required under the campus flood mitigation design. The area will be subject to ponding of water and potential flooding given that these lands are designed to retain overflow flood waters during periods of heavy rainfall.
A planning application was submitted to the local authority by the contractor to provide an access road and entrance to this area. A Notification of Decision to Grant Planning Permission was received from Cork County Council on 20th February 2025. The scope of works and associated costs are to be submitted to my department for review. Upon receipt, review and approval of scope and costs, and on completion of the works, the area will be made available and is to be managed by the post-primary school in terms of shared access for all three schools on the campus as a green area.
152. Deputy Darren O'Rourke asked the Minister for Education and Youth the measures she is taking to increase the number of people from working class backgrounds, especially those who have attended DEIS schools, into the teaching profession; and if she will make a statement on the matter. [70749/25]
View answerEnsuring that the teaching profession is sustainable and attractive is an important objective. Challenges in relation to the diversity of the teaching profession have long been recognised, and the programme for government commits to increase diversity within the teaching profession.
My Department, with the Department of Further and Higher Education, Research, Innovation and Science (D/FHERIS) and the National Tertiary Office, intend to launch a new tertiary pathway for primary teaching in February 2026, with an initial intake of students in September 2026.
Tertiary programmes, first launched in July 2023, are a new kind of educational provision which allows a student to begin a degree course in further education, before transitioning on to complete their degree in a higher education setting. They are a key part of D/FHERIS's efforts to create diverse and progressive pathways in the third level system.
The tertiary pathway for primary teaching includes a one-year foundation course delivered by certain Education and Training Boards, aimed at widening access for candidates facing barriers such as socioeconomic disadvantage.
Successful completion guarantees entry to an accredited primary teacher education programme. Graduates will complete a “1+4” structure, ensuring readiness to qualify as primary teachers.
The objective of this programme is to provide an initial teacher education (ITE) programme that continues to meet the requirements for registration, while enabling those who have the capacity to become a primary teacher to overcome the barriers to entry that currently exist. Additionally, my Department is also considering the possibility of developing a tertiary pathway in post-primary teaching.
My Department frequently consults and engages closely with stakeholders on issues such as the diversity of the teaching profession through industrial relations forums, sectoral meetings, and direct discussions with teacher unions.
I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
153. Deputy Cian O'Callaghan asked the Minister for Education and Youth if she will fulfil the commitment made by the previous Minister and meet with the principal of a school (details supplied) to discuss the urgent need for additional autism class provision within the school, and wider community; and if she will make a statement on the matter. [70629/25]
View answerMy department and the National Council for Special Education (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.
As you are aware parents were asked to notify the NCSE of their requirement for a special educational placement for the 2026/27 school year by 1 October 2025.
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 to 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.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases number of schools with special classes providing parents with greater choice and reducing the distances that some children are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will be become available through the normal movement of children leaving primary or post-primary school.
The school referred to by the Deputy already has 3 special classes and any school willing to open further new special classes is to be commended.
I can confirm that a request to meet with this school has been received by my office and remains under consideration.
The NCSE will assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. 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.
154. Deputy William Aird asked the Minister for Education and Youth the measures being taken to ensure that the expansion of autism spectrum disorder special classes at post-primary level keeps pace with provision at primary level, so that every child has access to a suitable school place; and if she will make a statement on the matter. [70325/25]
View answerThe 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.
My department works closely with the 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 an education appropriate to their needs. 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.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of students progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
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.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
155. Deputy Paul Lawless asked the Minister for Education and Youth if she will review her Department’s policy of prioritising new special classes in larger population centres, given evidence that children in rural areas are being bussed long distances and denied local placements; and if she will commit to a rural inclusion strategy for special education. [70381/25]
View answer187. Deputy Paul Lawless asked the Minister for Education and Youth if she will commit to publishing annual regional forecasts of demand for special class places, alongside timelines for sanctioning and opening, to ensure parents have clarity and to avoid last-minute crises in securing placements. [70382/25]
View answerI propose to take Questions Nos. 155 and 187 together.
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.
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 how far students are travelling to access an education appropriate to their needs. 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.
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.
This notification 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. This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process.
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 to 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 expected that many of these special classes will be sanctioned by 31 December 2025.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
156. Deputy Peter Roche asked the Minister for Education and Youth the funding streams, grant programmes, or corporate partnership schemes available to support schools developing garden projects that will also serve the wider community; whether additional resources are planned to assist schools in promoting biodiversity, environmental education, and outdoor learning through such initiatives; and if she will make a statement on the matter. [70774/25]
View answerI can advise the Deputy that under the National Strategy on Education for Sustainable Development – ESD to 2030, funding is provided to schools for projects that support ESD.
In 2025, over €850,000 was provided to 390 schools across the country for ESD projects including school garden projects. An additional €460,000 was provided in summer 2025 to 20 organisations supporting ESD in schools. A list of grantees and projects is available on the ESD to 2030 webpage: www.gov.ie/en/department-of-education/publications/national-strategy-on-education-for-sustainable-development-in-ireland/.
In summer 2025, my department also delivered over €500,000 to 10 youth led Climate Justice projects under the Climate Justice fund. This funding supports young people aged 8 to 25 to take part in projects that raise awareness and take action on climate issues.
ESD projects funded by my department in 2025 were required to include an element of local community level action, ensuring students have the opportunity to take action for sustainable development in their local community and/ or to include the local community in ESD actions taking place in schools. Creating links and partnerships between schools and local community groups to accelerate action for sustainable development is one of five key priority areas under the ESD to 2030 strategy.
A second progress report on ESD to 2030 was published in September 2025 highlights the progress made in Education for Sustainable Development right across the education sectors. My department publishes a quarterly ESD Newsletter which issues to all schools spotlighting ESD activities in schools, resources, programmes, teacher professional learning opportunities and initiatives.
My department has also published a Sustainability Toolkit for schools to support them in developing a School Sustainability Policy Statement in accordance with the School Sector Climate Action Mandate and the department has started mapping these School Sustainability Policy Statements. All schools in receipt of ESD funding from the department commit to developing their statements.
Further information is available on the ESD to 2030 webpage at the link above.
There are a wide range of ESD related programmes and initiatives available to schools, some of which are funded by government departments, statutory agencies, Local Authorities, NGOs, Corporate sponsorship and some of which are social enterprises etc. For example, the An Taisce/ Green Schools programme is funded by the Department of Climate, Energy and the Environment and over 90% of our primary and post-primary schools engage with this programme, the WorldWise Global Schools programme and the Global Village programmes for schools are funded by the Department of Foreign Affairs/ Irish Aid, the Safe Routes to School programme is a collaboration between the National Transport Authority and Green Schools, the SEAI have an Energy in Schools programme and also provide grants under their Community Grant Programme to support schools to make effective energy upgrades.
157. Deputy Claire Kerrane asked the Minister for Education and Youth to provide an update on an application (details supplied); and if she will make a statement on the matter. [69000/25]
View answerThe major building project for the school referred to by the Deputy is now at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, which includes the application for statutory approvals, which have been secured, and the preparation of tender documents.
My department received the Stage 2b submission report from the Design Team earlier this year in March 2025. My department commenced a detailed review of this report by the multi disciplinary team and comments were issued to the Design Team requesting clarification. The Design Team have addressed these comments and the responses to those queries are currently under ongoing detailed review.
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.
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.
158. Deputy Willie O'Dea asked the Minister for Education and Youth for an update on her work on the Programme for Government commitment to “improve supports for students with special educational needs who are transitioning to new stages of school. [70471/25]
View answerI want to thank the Deputy for raising this important issue.
In addition to the Programme for Government commitment you refer to, Under Action 2.1 in the First Programme Plan of Actions 2025-2026 - National Human Rights Strategy for Disabled People 2025-2030 there is a commitment to establish a national policy on transitions.
Work has already commenced on this commitment and I wish to advise that my Department is a co-chair of the recently established inter departmental steering group to establish this policy. A key objective of this group will be to scope the extent of existing measures in place to support effective transitions.
In addition to this work, my Department is currently supporting two transition pilot programmes. Both are subject to external evaluation. Learnings and best practice from these pilots will provide valuable information to the steering group on future policy development.
159. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth an bhfuil aon phlean aici chun Gaelscoil nó Gaelcholáiste nua a oscailt, nó scoil reatha a iompú ina Gaelscoil nó ina Gaelcholáiste, an bhliain seo chugainn nó sna blianta ina dhiaidh sin, bunaithe ar an éileamh ó thuismitheoirí; agus an ndéanfaidh sí ráiteas ina thaobh. [70852/25]
View answerTacaím go hiomlán leis an ról tábhachtach a imríonn an t-oideachas lán-Ghaeilge maidir le cur chun cinn na Gaeilge. Thugamar gealltanas i gClár an Rialtais cur leis an líon deiseanna atá ag daltaí agus scoláirí freastal ar Ghaelscoileanna agus Gaelcholáistí, mar aon le Gaelscoileanna agus Gaelcholáistí a bhunú in áiteanna ina bhfuil éileamh orthu agus tacú le tuismitheoirí oideachas lán-Ghaeilge a roghnú dá leanaí.
Chuige sin, d’fhoilsigh mo roinn Polasaí nua don Oideachas lán-Ghaeilge lasmuigh den Ghaeltacht le déanaí. Mar chuid den pholasaí sin, bhunaigh mo roinn tascfhórsa um shamhlacha soláthair don oideachas lán-Ghaeilge, rud atá ar cheann de na príomhghníomhartha faoin bpolasaí.
Tá an tascfhórsa ag éascú comhoibriú idir mo roinn agus geallsealbhóirí chun na samhlacha éagsúla oideachais lán-Ghaeilge a scrúdú agus chun teacht ar bhealaí inar féidir an soláthar oideachais lán-Ghaeilge a mhéadú.
Beidh breithniú ar sholáthar múinteoirí do scoileanna lán-Ghaeilge ina thoisc ríthábhachtach in obair an tascfhórsa agus i soláthar oideachais ardchaighdeáin san earnáil.
Cuirfidh obair an tascfhórsa bonn eolais faoin gcur chuige a ghlacfar i leith an soláthar iar-bhunscoile lán-Ghaeilge a bhreithniú ar bhealach inbhuanaithe.
Idir an dá linn, leanann mo roinn le hobair i gcomhar le hIontaobhas Scoileanna Éamann Rís ar Scoil Bráithre Críostaí Shráid Synge i mBaile Átha Cliath 8 a athrú ó iar-bhunscoil lán-Bhéarla aonghnéis ina Gaelcholáiste comhoideachais ar bhonn céimnithe ó mhí Mheán Fómhair 2026.
Mar fhocal scoir, sheol mo roinn an ‘Suirbhé Bunscoile’ an 4 Samhain. Agus é ar an gceann is mó riamh dá leithéid de chuid mo roinne, tá an suirbhé sonrach don scoil agus iarrtar ann ar thuismitheoirí, caomhnóirí, baill foirne scoile agus comhaltaí Boird Bainistíochta a roghanna féin a chur in iúl i ndáil le roinnt gnéithe tábhachtacha de sholáthar bunscoile, lena n-áirítear teanga teagaisc na scoile.
Úsáidfear na roghanna a chuirfear in iúl sa suirbhé i ndáil le teanga an teagaisc chun bonn eolais a chur faoi chomhairliúchán féideartha áitiúil amach anseo maidir le deiseanna chun an soláthar oideachais trí Ghaeilge a mhéadú. Ní ionann an suirbhé agus an chéim dheireanach. I gcás go gcuirfidh tuismitheoirí agus caomhnóirí in iúl go soiléir go bhfuil siad i bhfách le hathrú, tosófar próiseas eile idirphlé ionchuimsithigh. Beidh an suirbhé ar siúl go dtí an Mháirt an 16 Nollaig.
160. Deputy Martin Kenny asked the Minister for Education and Youth her plans to establish a special school in County Leitrim for children with severe disabilities; and if she will make a statement on the matter. [70322/25]
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.
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, means 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 2 are in County Leitrim, both at primary level. This brings to 33 the number of special classes currently in operation in the county.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and the National Council for Special Education (NCSE) have already begun planning in relation to further expanding special school capacity for the 2026/27 school year. It is estimated that a further 300 new special school places may be required each year for the coming years.
In planning for increased special school places, my department and the NCSE review all available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
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 an education appropriate to their needs. 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.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Leitrim and indeed nationwide as to where new special schools are required.
