Written Answers Nos. 232-250
232. Deputy Ryan O'Meara asked the Minister for Education and Youth if a person volunteering with a group will receive funding under the European Solidarity Corps; if this funding falls under an organisation (details supplied); and if she will make a statement on the matter. [72736/25]
View answerThe European Solidarity Corps funds and supports young people aged between 18 and 30 from EU member states, to volunteer or self-organise projects that benefit communities. Young people can volunteer at home or abroad, through the Volunteering Projects and Solidarity Projects strands. A legal resident of the Republic of Ireland, aged between 18 and 30 years, can take part either as an individual volunteer or as part of a volunteering team.
An individual volunteer can contribute to the daily work of organisations that benefit the community and can volunteer for between two and 12 months. However, to assist young people with fewer opportunities take part, in some cases it is permissible to volunteer for between two weeks and two months.
A person who volunteers as part of a team, can volunteer with participants from at least two different countries, for between two weeks and two months.
Funding is available for return travel costs from volunteers/participants’ homes to the place they will learn or train, for inclusion support to enable people with fewer opportunities to take part, for pocket money as a contribution to additional personal expenses for participants and for language learning support, including learning materials and training, where needed.
Organisations wishing to take part in the European Solidarity Corps must hold a valid Quality Label. The Quality Label is the quality framework by which the organisations will support volunteers. Once granted the Quality Label, organisations then apply for funding to the National Agency in their country to host an individual volunteer or a team of volunteers.
Léargas is the National Authority responsible for the Erasmus+ and European Solidarity Corps programmes in Ireland.
233. Deputy Roderic O'Gorman asked the Minister for Education and Youth if the Government will consider legislating for a systemic increase in the provision of Irish-medium education in the country over a medium- to long-term basis; and if she will make a statement on the matter. [72752/25]
View answerThe Policy for Irish-medium Education Outside of the Gaeltacht was launched on 6 November 2025. Under this policy my department will work to increase the provision of Irish-medium education. The policy sets out the department’s vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. A key action under this policy is the establishment of a Taskforce on Models of Provision of Irish-Medium Education, which 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 until November 2026.
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.
234. Deputy Roderic O'Gorman asked the Minister for Education and Youth if her Department has a stated policy that it will only provide new Irish medium schools within the existing number of schools, rather than building new Irish medium schools; and if she will make a statement on the matter. [72753/25]
View answerI fully support the important role that Irish-medium education plays in the promotion of the Irish language. We have committed in the Programme for Government to expanding opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establishing Gaelscoileanna and Gaelcholáistí where there is demand, and to supporting parents choosing Irish-medium education for their children.
My department recently published a new Policy for Irish-medium Education outside of the Gaeltacht. A key action within the policy is the establishment of a taskforce on models of provision for Irish-medium education. This taskforce is facilitating collaboration between my department and stakeholders to examine the various models of Irish-medium education and to identify ways to increase the provision of Irish-medium education. The work of this taskforce will inform the approach in considering the Irish-medium post-primary provision in a sustainable manner.
In this regard, my department does not have a stated policy that it will only provide new Irish medium schools within the existing number of schools. However, the transition of existing English medium schools to Irish medium schools is a model for increasing Irish medium education that my department utilises. As an example of providing a new Irish medium school within the existing number of schools, my department continues to work with the Edmund Rice Schools Trust (ERST) on the transition of Synge Street CBS in Dublin 8, from a single-sex, English medium post-primary school to a co-educational Gaelcholáiste, on a phased basis, from September 2026.
In relation to new schools, in order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise.
Where demographic data indicate that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process.
Finally, as the Deputy may be aware, my department launched the ‘Primary School Survey’ on the 4th of November. The survey, the largest of its kind ever conducted by my department, was school specific and invited parents, guardians, school staff and Board of Management members to express their preference in relation to a number of important aspects of primary school provision, including the language of instruction of the school. The survey preferences in relation to the preferred language of instruction will inform potential future local consultation around opportunities for the provision of education through Irish. The survey is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin.
The survey closed on the 16th of December.
235. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address the concerns regarding the lack of preschool transport for a child with ASD raised in correspondence (details supplied); and if she will make a statement on the matter. [72762/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
A pupil with special educational needs is eligible for school transport if they are attending the nearest recognised mainstream school, special class / special school or a unit, that is or can be resourced, to meet the child's special educational needs under Department of Education and Youth's criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Early intervention classes for children with autism are pre-school classes situated in mainstream primary schools or in special schools. They were established by the National Council for Special Education (NCSE).
In this case, the SENO has advised that the preschool in question is not situated in a primary or special school and therefore does not come under the remit of the Department of Education and Youth and is therefore not covered by the terms of the School Transport Scheme. The family can contact their local SENO if they require any further information.
236. Deputy Joe Cooney asked the Minister for Education and Youth the amount of funding her Department provided to schools for works under the Summer Works Scheme in 2024 and 2025, by county, in tabular form; and if she will make a statement on the matter. [72772/25]
View answerAs the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc.
Since 2024 my department has provided funding to the value of almost €36m under the Summer works scheme to schools. The below table sets out the funding provided under the Summer Works Scheme for the years 2024 to date as per the Deputy's request:
|
County |
2024 |
Nov-25 |
Total Spend |
|
Carlow |
€ 907,476.00 |
€ 165,987.00 |
€ 1,073,463.00 |
|
Cavan |
€ 154,575.00 |
€ - |
€ 154,575.00 |
|
Clare |
€ 336,253.00 |
€ 454,428.00 |
€ 790,681.00 |
|
Cork |
€ 1,810,441.00 |
€ 3,723,209.00 |
€ 5,533,650.00 |
|
Donegal |
€ 121,330.00 |
€ - |
€ 121,330.00 |
|
Dublin |
€ 4,503,100.00 |
€ 3,485,966.00 |
€ 7,989,066.00 |
|
Galway |
€ 255,903.00 |
€ 622,215.00 |
€ 878,118.00 |
|
Kerry |
€ 307,694.00 |
€ 13,029.00 |
€ 320,723.00 |
|
Kildare |
€ 819,623.00 |
€ 292,388.00 |
€ 1,112,011.00 |
|
Kilkenny |
€ 109,153.00 |
€ - |
€ 109,153.00 |
|
Laois |
€ 62,996.00 |
€ - |
€ 62,996.00 |
|
Leitrim |
€ 10,929.00 |
€ - |
€ 10,929.00 |
|
Limerick |
€ 887,377.00 |
€ 1,794,046.00 |
€ 2,681,423.00 |
|
Longford |
€ 878,622.00 |
€ 118,872.00 |
€ 997,494.00 |
|
Louth |
€ 1,014,844.00 |
€ - |
€ 1,014,844.00 |
|
Mayo |
€ 272,560.00 |
€ 1,024,293.00 |
€ 1,296,853.00 |
|
Meath |
€ 80,670.00 |
€ 318,106.00 |
€ 398,776.00 |
|
Monaghan |
€ 663,176.00 |
€ - |
€ 663,176.00 |
|
Offaly |
€ 266,415.00 |
€ - |
€ 266,415.00 |
|
Roscommon |
€ 45,618.00 |
€ 111,315.00 |
€ 156,933.00 |
|
Sligo |
€ 278,450.00 |
€ 1,421,513.00 |
€ 1,699,963.00 |
|
Tipperary |
€ 423,031.00 |
€ 159,806.00 |
€ 582,837.00 |
|
Waterford |
€ 405,214.00 |
€ 280,647.00 |
€ 685,861.00 |
|
Westmeath |
€ 939,733.00 |
€ 3,799.00 |
€ 943,532.00 |
|
Wexford |
€ 2,690,142.00 |
€ 322,408.00 |
€ 3,012,550.00 |
|
Wicklow |
€ 2,646,240.00 |
€ 435,723.00 |
€ 3,081,963.00 |
|
Total |
€ 20,891,565.00 |
€ 14,747,750.00 |
€ 35,639,315.00 |
237. Deputy Louis O'Hara asked the Minister for Education and Youth if additional support can be provided to a student (details supplied); and if she will make a statement on the matter. [72776/25]
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.
In relation to the school's allocation of special needs assistant (SNA) support, as the matter raised relates to a NCSE process, I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
In relation to a NEPS psychological assessment, it is important to note that a psychological assessment or diagnosis is not required in order to access additional support at school. Through NEPS, all schools have access to:
• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line. The NEPS Advisory Support line provides access for schools to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
NEPS supports schools in implementing the Continuum of Support framework with each school taking responsibility for initial assessment, educational planning and supports for children and young people with special educational needs.
Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school. This Continuum of Support framework recognises that children require different levels of support depending on their identified educational needs, and that needs may change over time.
If a parent has concerns that their child is not making reasonable progress following support and intervention, they should engage with the school principal.
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.
238. Deputy Emer Currie asked the Minister for Education and Youth the position regarding a project (details supplied); and if she will make a statement on the matter. [72784/25]
View answerThe major building project referred to by the Deputy will be delivered under my Department's ADAPT Programme. The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The Brief for this project is the development of a 32 Classroom Primary School with 4 classrooms for pupils with Special Educational Needs including Pyrite Remediation, the Refurbishment of Existing Buildings and the construction of a New Build Extension and all associated site works, including associated play areas.
The major building project is currently at an early stage of architectural planning - Stage 1 - Preliminary Design, where the design team assess the site and current buildings, and prepare their initial sketch schemes. A preferred design option, including the scope and extent of works to be carried out will be established during this early stage, to be then further detailed and developed and fully cost-planned, before seeking statutory approvals, including planning permission.
Interim Stage 1 architectural workshops were held between the Design Team and the Department in Q4 2023, and the Design Team submitted their Stage 1 report to the Department in late Q4 2023.
Upon review of the report, a further detailed architectural workshop was held between the School Authorities, the Project Manager, Design Team and my Department in February 2024.
Following that meeting, the Design Team were requested to consider my Department's comments in relation to the site and design options presented.
Department Officials and Design Team members have met on site at St. Patrick's National School in attempts to develop appropriate design solutions that will best meet the needs of the school, and being cognisant of the 3rd party occupiers at the same site.
The Design Team are to prepare a revised Stage 1 submission, which upon receipt, will be reviewed, and a Stage 1 Stakeholders meeting will then be arranged.
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 the 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 support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.
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.
239. Deputy Pat Buckley asked the Minister for Education and Youth the reason a school (details supplied) will lose two SNAs from September 2026; the steps being taken to ensure this does not happen; and if she will make a statement on the matter. [72788/25]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line.
240. Deputy Tom Brabazon asked the Minister for Education and Youth for an update on the DEIS Strategy; and when it will be published. [72849/25]
View answerTackling education disadvantage and helping students reach their full potential is a key priority for the Minister for Education and Youth. The DEIS programme is a key policy initiative of Government to address concentrated educational disadvantage at school level. It is a goal of this Government to reduce educational disadvantage and promote equity across Irish schools, focusing particularly on vulnerable groups including children from lower socio-economic backgrounds, children living in homelessness, Travellers, and Roma and migrant communities.
The Minister is committed to addressing the performance gap between DEIS and non-DEIS schools. The new DEIS Strategy which will include a DEIS Plus scheme will be published in early 2026. This Strategy will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling education disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme commencing in 2026.
241. Deputy Noel McCarthy asked the Minister for Education and Youth the expected publication date of the implementation group’s updated progress report on Out of School Education Provision; if her Department is considering the publication of a draft or interim version of the progress report; the current work of the implementation group; and if she will make a statement on the matter. [72852/25]
View answerIn May 2022, my department announced the publication of a report on the Review of Out-of-School Education Provision. This review focused on the education provision for learners under 16 years of age who have encountered difficulties staying in mainstream education.
Arising from that review, a number of recommendations were made to inform future policy and provide a sustainable option within the education system to further serve this group of learners.
In October 2022, an implementation group was established to progress the recommendations contained in that report and to develop a standardised framework of support for young people at risk of disengaging from education.
In addition to officials from my department, membership of the group included the National Council for Special Education (NCSE), National Association of Principals & Deputy Principals (NAPD), Children’s Rights Alliance (CRA), Tusla Education Support Services (TESS), Jigsaw, Department of Further and Higher Education Research Innovation and Science (DFHERIS), Education and Training Boards Ireland (ETBI), the National Parents Council (NPC), Department of Justice and the Irish Second Level Students Union (ISSU). The group was chaired by Dr Jacinta Stewart.
As the Implementation group consulted widely, taking on board the views of a range of stakeholders, agencies, and other interested parties including children and young people, parents, school leaders and practitioners from out-of-school education provision, it did not produce an interim or draft report.
The implementation group has now completed its work and I expect to receive a copy of the report very shortly. It is envisaged that the report will be published over the coming months.
242. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if her Department will expedite an incremental credit for a post-primary school teacher (details supplied) in recognition of earlier experience; and if she will make a statement on the matter. [72902/25]
View answerThe criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
To receive the qualified rate of pay, a teacher must be registered with the Teaching Council and have qualifications appropriate to the teaching sector for which they are employed. Teaching service prior to educational qualification as confirmed by the Teaching Council of Ireland is paid at the unqualified rate of pay.
The award of incremental credit is not an automatic entitlement, applicants must submit a fully completed incremental credit application in order to have prior service assessed. When an application for incremental credit is received in the Department, it is checked to ensure that it is fully completed. Applications are managed in date received order.
Applications can take up to 20 weeks to be fully processed but most are dealt with well within this timeframe. Factors that impact on this processing time include incomplete application forms and conflicting information on the application form such as email addresses. Please be advised that if the teacher meets the criteria set out in Circular 0029/2007, incremental credit will be awarded and any monies due paid accordingly.
With regard to the application to which you refer, the Department was not made aware that the teacher was awaiting a decision on her application due to applying for a mortgage. As this teacher is in the process of securing a mortgage, the application for incremental credit will be brought to the forefront to review by this Unit and a letter will issue to her regarding same.
243. Deputy Pa Daly asked the Minister for Education and Youth the measures she is taking to sanction more early intervention classes in Kerry; the number which will be available in 2026; the number of places which will be available in total; the number of places which will be available for new students; and if she will make a statement on the matter. [72922/25]
View answerThe Department of Children, Disability and Equality has responsibility for provision of services to children of pre-school age. The Access and Inclusion Model (AIM) provided by that department, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme.
Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. This is keeping with the general policy position of supporting children with additional needs to access supports and services with their peers and siblings in their local community. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
The vast majority of young children with additional needs are supported to attend their ECCE setting and do not need to attend a primary school or special school to access early years support. It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter.
To further supplement the provision of services for these children my department also provides a number of early intervention classes in mainstream and special school settings for children aged 3-5 years old with a diagnosis of autism. There are also a small number dedicated to children who are deaf/hard of hearing. A list of new special classes for the school year 2025-2026 is available at ncse.ie/wp-content/uploads/2025/10/New-Special-Classes-Publication-List-for-the-School-Year-2025-26-25.10.28-3.pdf, including early intervention classes is available on the National Council for Special Education (NCSE) website.
These classes are intended to provide early support to children with the most complex of needs before they start school and can aid their transition to junior infants. A professional recommendation for placement in such a class is also a requirement. Early Intervention classes are generally resourced with one special education teacher and two special need assistants (SNAs) to every six students. It is important to note that the Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016: www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf
Where the National Council for Special Education (NCSE) identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class.
The NCSE is currently collating the data and information received by 1 October through the Parents Notify process with a view to engaging with schools regarding where specialist provision is best placed for the 2026/27 school year. It is expected that many of these special classes will be sanctioned in the coming weeks.
244. Deputy Pat Buckley asked the Minister for Education and Youth the reason a school (details supplied) will lose an SNA from September 2026; the steps being taken to ensure this does not happen; and if she will make a statement on the matter. [73159/25]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line.
