Tuesday, 13 Jan 2026

Schools Building Projects

Questions (1042)

Cormac Devlin

Question:

1042. Deputy Cormac Devlin asked the Minister for Education and Youth to provide an update on a school building project (details supplied); and if she will make a statement on the matter. [74218/25]

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Written answers

Minister for Education and Youth

The major building project for the school referred to by the Deputy will deliver a new 16 classroom primary school and accommodation, including 2 classrooms for children with special educational needs.

The project currently has planning permission and is being brought to the level of employer-led design with a Design Team assigned to do so under the supervision of the department’s project manager.

The process of appointing the Design Team from the department’s Frameworks of Consultants was completed in September 2023 and following their due diligence review, the design team are currently completing Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3 tender stage. The period of time it takes to progress through each of the stages varies from project to project depending on its size and complexity and can often take longer than indicated.

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.

The NDP Implementation Plan for the Education and Youth sector will be published shortly 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 Department will continue to liaise with the school’s patron body in relation to the school’s interim accommodation needs pending delivery of the permanent school building and provide updates on progress and next steps.

Departmental Staff

Questions (1043, 1044)

Emer Currie

Question:

1043. Deputy Emer Currie asked the Minister for Education and Youth her plans to address recruitment and retention issues in the education sector; and if she will make a statement on the matter. [74248/25]

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Emer Currie

Question:

1044. Deputy Emer Currie asked the Minister for Education and Youth her plans to address recruitment and retention issues from affecting subject choice in post-primary schools; and if she will make a statement on the matter. [74249/25]

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Written answers

Minister for Education and Youth

I propose to take Questions Nos. 1043 and 1044 together.

This Government is fully committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.

There are more qualified teachers than ever working in schools with an analysis of payroll data from as of March 2025, shows there are 79,225 teachers employed in our schools across the country with 43,221 at primary level including special schools and 36,004 in post-primary schools. This analysis found that over 97% of allocated teaching posts were filled nationwide. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.

While most teaching positions are filled, some schools face significant recruitment challenges. Payroll data from March 2025 shows the number of unfilled teaching posts remains low. Analysis of the teacher payroll shows 3.1% (1,228 posts) of primary allocations and 1.8% of allocations (621 posts) in post-primary were unutilised. This relatively low vacancy rates suggests that the vast majority of schools are well-staffed and able to meet the needs of their students.

Additionally, research undertaken in 2024 on the demand for post-primary teachers in 2024 found the following subjects that had vacant teacher posts: Gaeilge (55.7), maths (52.8), home economics (31.5), It was also found that practical subjects like Construction Studies (16) and Technology (12) and engineering (10.5) had much lower vacant teacher posts.

My Department has implemented several measures that have led to:

an increase of 20% in Initial Teacher Education graduates (student teachers) between 2018 and 2023, and over 30% increase in the number registered with the Teaching Council since 2017, and

• between 2018/19 and 2024/25, the number of teaching posts has increased by over 11k with 5,866 (15.7%) in primary, and 5,886 (20.7%) in post-primary. Further teaching posts in the special education sector have also been provided for in the current school year (2025/26). Additionally, Budget 2026 has seen an increase of 1,042 teacher posts, including 860 additional teachers working across various Special Educational Needs settings.

A range of measures have been introduced to address teacher supply including in specific subject areas. In 2025, a measure was announced to enable teachers gain permanent roles more quickly and more recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State.

Budget 2025 introduced a €2,000 bursary for student teachers in STEM fields, to increase the number of qualified STEM teachers in post-primary schools. Upskilling programmes have been expanded: registered post-primary teachers, regardless of employment status, can avail of free upskilling programmes, including in Irish, foreign languages and STEM subjects. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages. New programmes in Irish, French, politics & society, and computer science commenced in 2025, with over 160 teachers registered on these programmes and complement existing programmes in maths, physics, and Spanish.

Under the Teaching Hours Extension Scheme post-primary teachers can provide up to 35 additional hours of substitute cover per term and measures to reduce restrictions on jobsharers and those on a career break from working as substitutes were extended to the current school year.

A comprehensive workforce plan for the education sector, a commitment under the Programme for Government is in development. Additionally, preparations are being made to host an education convention, a Programme for Government commitment, that will bring together all stakeholders to share their experiences, expectations, and hopes for the future of our education system.

A project, supported by UNESCO and the EU Commission, will create a strategic plan for managing Ireland’s teaching workforce is part of the workforce planning activity currently underway. This two-year project will involve consultations with key stakeholders to develop recommendations with a report due in 2026.

The profession is attractive, with strong demand for teacher education programmes, with 3,600 newly qualified teachers, including 1,800 post-primary teachers registered with the Teaching Council in 2025. Salaries are competitive, starting at €44,879 (primary) and €46,448 (post-primary) and rising to €85,000 under the current pay deal.

Around 6% of first-choice CAO applications from 2017–2024 were for teaching, showing steady demand. In 2025, first preferences rose by 9% in primary and 5% for post-primary teaching. Over 75% of new post-primary teachers are employed full-time. 93% of teachers with 5+ years’ experience hold permanent full-time or pro-rata contracts.

My Department frequently consults and engages closely with stakeholders on teacher supply issues through industrial relations forums, sectoral meetings, and direct discussions. Further measures to strengthen the teaching workforce will be considered to ensure that schools have the support needed to provide an excellent education for every student.

Question No. 1044 answered with Question No. 1043.

Departmental Strategies

Questions (1045)

Emer Currie

Question:

1045. Deputy Emer Currie asked the Minister for Education and Youth when her Department will formally announce the reforms to the way in which teachers get CID, changing from the current two consecutive years for CID to one year; and if she will make a statement on the matter. [74250/25]

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Written answers

Minister for Education and Youth

In early 2025 Minister McEntee announced two new measures to address ongoing challenges and boost teacher supply.

These measures are aimed at ensuring that newly qualified teachers can gain permanent contracts earlier and to assist eligible teachers who trained outside of Ireland to work here.

In relation to the first measure, teachers who have taken up their first contract in a viable teaching post in September of this year will become eligible for a permanent contract in September 2026.

I am determined to address job security and to make teaching a more attractive, sustainable career. This measure which will see teachers who started teaching in September gain a permanent contract a year earlier than they would have previously, by qualifying for the award of a Contract of Indefinite Duration, where they have been re-appointed following a competitive recruitment process.

This will provide teachers with the certainty that they need, particularly for those who may be considering large financial commitments, such as those applying for mortgages.

This new measure will apply to both newly qualified teachers, and those teachers who have not yet managed to secure a permanent position, where those teachers satisfy the relevant criteria.

Officials within my Department are currently engaging with the teacher unions and the school management bodies to finalise the details of the new scheme, and these details will be published once this process has been completed.

Departmental Consultations

Questions (1046)

Sorca Clarke

Question:

1046. Deputy Sorca Clarke asked the Minister for Education and Youth whether standards or service-level targets exist for her Department or bodies under the aegis of her Department, in responding to correspondence from members of local authorities; if compliance with such standards is monitored; the reasons for delays or failures to respond to correspondence from elected members; and the measures being taken to ensure more consistent and timely communication going forward. [74255/25]

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Written answers

Minister for Education and Youth

My Department is committed to treating all our customers equally and to delivering quality customer service and has both a Customer Charter and Customer Service Strategy in place.

My Department’s Customer Charter outlines the standards of service customers can expect when corresponding with my Department. My Department works to continuously improve the quality of the services it provides and it does so by applying the 12 Quality Customer Service Guiding Principles for the public service, which are set out in our Customer Service Strategy.

My Department’s Customer Service Strategy 2024-2026 details its commitment to providing the most efficient, professional, and courteous service to all our customers and provides further clarity on how the Customer Charter commitments will be delivered in accordance with the guiding Principles of Quality Customer Service common to the wider public service.

Formal correspondence received by my Department is managed via an eCorrepondence system. The same targets outlined in the Customer Charter apply to such correspondence.

To ensure customer satisfaction, over the lifetime of the Customer Service Strategy, my Department has begun consultations with our external customers to fully understand their challenges, and to involve them in the design and improvement of our services, so we can improve user experience and an inclusive service delivery.

My Department monitors its customer service performance using internal management information systems and reports, consultation with its customers and feedback received through its complaints procedure.

School Accommodation

Questions (1047)

Matt Carthy

Question:

1047. Deputy Matt Carthy asked the Minister for Education and Youth further to parliamentary question No. 287 of 4 December 2025, the average timeframe in which applications for additional accommodation by schools are decided; the status of the application for a school (details supplied), and if she will expedite the process in this instance considering the severe pressure on the school at present; and if she will make a statement on the matter. [74276/25]

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Written answers

Minister for Education and Youth

In September 2025 the department received an application for funding under the Additional School Accommodation (ASA) scheme from the school in question for a Music room, Textiles room, Design and Computer Graphics room, Multimedia room and a Science lab and Prep area.

The school had previously received approval for a traditional build project to deliver a Home economics room, Engineering room and prep area and a Construction studies prep area. This project was devolved to the school authorities for delivery and it is currently at stage 2b. In addition, the school was approved 2 Mainstream modular classrooms in 2023 and this project is now complete.

The school in question also submitted an application under the ASA scheme in February 2025 for special class accommodation and a replacement mainstream classroom. The school had requested that this accommodation be added to their traditional build project. However, given the delays this would have entailed to the ongoing project the school agreed to proceed as previously approved and to have its accommodation needs reviewed at a later stage. The school was advised that they could apply for funding to reconfigure current accommodation for a special class as an interim measure.

Since 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. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.

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.

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 shortly and the first tranche of projects to progress to construction will be published in January 2026. 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.

It is in this context that the school's application will be considered a decision will issue to the school authorities directly as soon as possible.

Schools Building Projects

Questions (1048)

Aengus Ó Snodaigh

Question:

1048. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth if the funding for the extension approved and previously promised for a school (details supplied) will proceed; if she will meet with the school to discuss the project further; and if she will make a statement on the matter. [74289/25]

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Written answers

Minister for Education and Youth

The school to which the Deputy refers was approved to enter my Department's pipeline for a project under the Additional School Accommodation scheme. The project will provide six Mainstream classrooms, one Special education Tuition room, one Pastoral Office, one Graphics room, one Construction studies room, one Engineering room and prep area, two Project stores, one Science Lab and prep area and a two Classroom SEN Base.

The project is devolved to CEIST for delivery.

The project is currently at Stage 2B. Ongoing challenges have arisen in relation to planning and access roads. My Department remains fully engaged and will continue to provide support to CEIST in resolving these matters to enable progress. My Department is now awaiting submission of the post-planning (developed design) report from the school for review.

Since 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. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.

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.

In July 2025, 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 shortly and the first tranche of projects to progress to construction will be published in January 2026. 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.

Special Educational Needs

Questions (1049, 1050, 1051, 1052, 1053, 1054, 1055, 1056)

Eoghan Kenny

Question:

1049. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department was aware that a new special educational assessment would be required for children to access a special class, school or unit for academic year 2026-2027, prior to the announcement made by the Minister for Children, Disability and Equality; and if she will make a statement on the matter. [74299/25]

View answer

Eoghan Kenny

Question:

1050. Deputy Eoghan Kenny asked the Minister for Education and Youth when she was made aware of the decision to introduce a new special educational assessment that would be required for children to access a special class, school or unit for academic year 2026-2027; to provide official documentation between the Department of Education and Youth and the Department of Children, Disability and Equality outlining the decision to establish the new special educational assessment; and if she will make a statement on the matter. [74300/25]

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Eoghan Kenny

Question:

1051. Deputy Eoghan Kenny asked the Minister for Education and Youth following the announcement of a new special educational assessment, if she has established this unit within her Department; when they began their work; the length of time it will take to establish the unit; and if she will make a statement on the matter. [74301/25]

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Eoghan Kenny

Question:

1052. Deputy Eoghan Kenny asked the Minister for Education and Youth following the announcement of a new special educational assessment, who will be carrying out these educational assessments; if they are to be assessment teams, who will be in these assessment teams; and if she will make a statement on the matter. [74302/25]

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Eoghan Kenny

Question:

1053. Deputy Eoghan Kenny asked the Minister for Education and Youth if she is confident that work to establish a new special educational assessment and assessment teams will be completed by October 2026; and if she will make a statement on the matter. [74303/25]

View answer

Eoghan Kenny

Question:

1054. Deputy Eoghan Kenny asked the Minister for Education and Youth the engagement she has had with trade unions representing teachers since the announcement of a new special educational assessment; and if she will make a statement on the matter. [74304/25]

View answer

Eoghan Kenny

Question:

1055. Deputy Eoghan Kenny asked the Minister for Education and Youth the engagement she has had with the National Council for Special Education since the announcement of a new special educational assessment; and if she will make a statement on the matter. [74305/25]

View answer

Eoghan Kenny

Question:

1056. Deputy Eoghan Kenny asked the Minister for Education and Youth the engagement she has had with special educational needs organisers since the announcement of a new special educational assessment; and if she will make a statement on the matter. [74306/25]

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Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 1049 to 1056, inclusive, together.

The Department of Education and Youth is committed to an education-based, needs-led approach to accessing education services. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers, through the provision of resources such as Special Education Teachers and Special Needs Assistants. This is an estimated 25% of the total student population, or 240,000 children and young people with special educational needs, that are supported in mainstream classes.

It is important to note that since 2017 children and young people in mainstream classes have not required a diagnosis of disability to access mainstream supports from the 15,000 special education teachers in our school system. In addition, the Department has removed the requirement for any health-based information to support transitions from a primary to a post-primary special class and/or for additional SNA requirements.

Additionally, while a diagnosis is currently required to access a special class or a special school, this does not have to be linked to an AON. Department officials are working on a process to remove the need for a diagnosis to access specialist supports in our school system which would be the last remaining requirement for a diagnosis in the education system.

The Department of Education and Youth will bring forward a proposal through a memorandum for government early in 2026 to agree a process which is intended to result in the removal of the requirement for professional reports, such as Assessment of Need reports, from entry requirements for special schools and special classes and the adoption of a needs-based approach, subject to the availability of necessary resources.

There will be a comprehensive consultation process with the full range of education stakeholders and advocacy groups in respect of this proposed measure.

It is also important to note that the Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE). Assessment Officers working under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer coordinates and completes the Assessment Report and a determination is made as to whether or not a child or young person meets the definition of disability contained in the Act.

Following on from a court ruling in October 2021 there is a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON). In that regard, the NCSE nominates an appropriate person, a qualified teacher in the case of an AON pertaining to a school-going child, to assist the HSE by completing a Report of Education Need (RoEN) using information available or known to the teacher or school. This process was trialled and implemented in the 2024/2025 school year and was further refined in the 2025/2026 school year. The process is outlined in Circular 0069/2025 and will remain in place.

For clarity, there is no change to the AON process as it applies in schools.

The Department will continue to monitor and respond to future needs. As part of budget 2026, investment in special education has increased to €3 billion and allows for the recruitment of an additional 860 special education teachers, 1,717 Special Needs Assistants (SNAs) and the provision of an additional 3,000 places in special schools and special classes as well as the roll out of the new Educational Therapy Service.

This expansion reflects the Government’s commitment to inclusive education and ensuring every child with special educational needs receives the support they deserve.

Question No. 1050 answered with Question No. 1049.

Question No. 1051 answered with Question No. 1049.

Question No. 1052 answered with Question No. 1049.

Question No. 1053 answered with Question No. 1049.

Question No. 1054 answered with Question No. 1049.

Question No. 1055 answered with Question No. 1049.

Question No. 1056 answered with Question No. 1049.

Schools Building Projects

Questions (1057)

Thomas Gould

Question:

1057. Deputy Thomas Gould asked the Minister for Education and Youth the reason a school (details supplied) has not progressed past design stage. [74310/25]

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Written answers

Minister for Education and Youth

The major building project for the school referred to by the deputy is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred design option is developed to a stage where the project can be fully cost planned, and prepared to lodge for statutory approvals.

This major project is being delivered under my Departments 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 new 16 classroom Gaelscoil plus accommodation for pupils with special educational needs, including the construction of a New School Building and all associated site works, on a greenfield site adjacent to the current school building.

My Department has reviewed the Stage 2(a) Submission. The Stage 2(a) Stakeholders meeting between the School Authorities, Design Team, Project Manager, and my Department, was held on 24th January 2025. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my Department at the meeting.

My Department have received the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my Department will advise all Stakeholders regarding the further progression of the project.

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.

The department's National Development Plan (NDP) Implementation Plan for the Education and Youth sector will be published shortly and the first tranche of projects to progress to construction will be published in January. This NDP sectoral investment plan will optimise outputs from the Department's 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.

Special Educational Needs

Questions (1058)

Naoise Ó Muirí

Question:

1058. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the proposed approach to eliminating pressure on assessment of need waiting lists; who will conduct educational assessments of children; the future status of special education designations; and if she will make a statement on the matter. [74318/25]