Emer Currie
Question:1122. Deputy Emer Currie asked the Minister for Education and Youth the position regarding school transport for a child (details supplied); and if she will make a statement on the matter. [74697/25]
View answerSchool Transport
Questions (1122)
Written answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
I am pleased to advise that an application for school transport was received on 12th May 2025 for the pupil referred to and they have been deemed eligible for school transport under the terms of the above scheme.
The Department of Education & Youth issue grant funding to schools for the employment of School Bus Escorts. School bus escorts are employed by each school through School Management Authorities. They are employed on board a school transport service provided through Bus Éireann where the child’s care and safety needs while on board the school transport are such as they require the support of an escort.
Following correspondence from the SENO, School Transport Section provided sanction for an escort to Scoil Mhuire NS, Mount Sackville for route B2283 on 11.11.2025. Following further communication between School Transport Section and the school principal on 08.01.2026, a second escort was sanctioned for this route.
Bus Éireann has advised that the service is not currently operating as the school authority do not yet have an escort in place. The school authority is actively working through the process.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Bus Éireann are required to tender services in line with procurement guidelines and are responsible for the allocating and Garda vetting clearance of a contractor to operate this service.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of establishing the service for the child referred, the Department will offer an Interim Special Transport Grant (STG) to families of eligible children towards the cost of private transport arrangements. This is based on the number of days attended from the date of application until a suitable service becomes available. School Transport Section of my Department will contact the family directly in this regard.
Schools Building Projects
Questions (1123)
Eoin Ó Broin
Question:1123. Deputy Eoin Ó Broin asked the Minister for Education and Youth if consideration will be given to a request from a school (details supplied) for replacement of a prefab with a modular building, given the prefab is not now fit for purpose; and replacement would assist the school in providing education to more children with additional needs; and if she will make a statement on the matter. [74699/25]
View answerWritten answers
I can confirm to the Deputy, that approval was given to the school in question for the delivery of 4 Mainstream classrooms, 3 Special education tuition rooms, 2 Special education classrooms, 1 UAWC by traditional build with repurposing to create 1 Special education classroom. This project has been devolved to the school authorities for delivery.
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school's existing accommodation.
My department is not in receipt of any application from the school in question for replacement of the prefab. It is open to the school to apply for the replacement of the prefab under the ASA scheme.
Since 2020, my department has invested over €6 billion in our school 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 2025/2026 are facilitated in repurposed classroom accommodation.
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 NDP. As part of this NDP allocation the department will place a strong emphasis on provision for children with special education needs, with a particular focus on meeting 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 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. 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.
In relation to the matter of the location of the 2 modular units for 2 Special education classrooms, I can confirm that department officials have been engaging with the school authorities over the last few months and remain available to engage with them in relation to agreeing the location for same. I can assure the Deputy that my department is very cognisant of the requirement around the delivery of accommodation for the school in question and is working to advance matters as quickly as possible.
Departmental Data
Questions (1124)
Darren O'Rourke
Question:1124. Deputy Darren O'Rourke asked the Minister for Education and Youth if a pre-school early intervention class held in a primary school (details supplied) is being re-classified as a primary autism class; the number of children that will be affected by the re-classification of this class; and the supports available to children who would have attended the early intervention class, had it not been re-classified. [74710/25]
View answerWritten answers
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, 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. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
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. This trend has also been noted as students’ progress from primary level to post-primary.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the 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 in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
The accommodation profile of all primary schools in Carlow has been explored by the NCSE. The decision to re-designate this class will now provide a school placement for six students, enabling them the opportunity to start primary education alongside their peers in their own locality in September.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
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.
Departmental Reviews
Questions (1125, 1126, 1130, 1131)
Grace Boland
Question:1125. Deputy Grace Boland asked the Minister for Education and Youth if she will review the adequacy of the current five-stage complaints procedure agreed in 1993 between organisations (details supplied), given its reliance on the integrity of Boards of Management and reports of parents being unable to resolve serious concerns; and if she will make a statement on the matter. [74774/25]
View answerGrace Boland
Question:1126. Deputy Grace Boland asked the Minister for Education and Youth if she will consider introducing a statutory complaints mechanism for parents that does not depend solely on Boards of Management, in view of cases where boards have failed to engage with parents; and if she will make a statement on the matter. [74775/25]
View answerGrace Boland
Question:1130. Deputy Grace Boland asked the Minister for Education and Youth the Department’s role when a patron declines to intervene in a parental complaint; whether a more objective escalation process will be introduced; and if she will make a statement on the matter. [74779/25]
View answerGrace Boland
Question:1131. Deputy Grace Boland asked the Minister for Education and Youth the status of the Education (Parent and Student Charter) Bill 2019, which aims to strengthen parental rights under the Education Act 1998; when she expects the legislation to progress beyond the third stage in Dáil Éireann; and if she will make a statement on the matter. [74780/25]
View answerWritten answers
I propose to take Questions Nos. 1125, 1126, 1130 and 1131 together.
My Department provides funding and policy direction for schools; it does not have the power to instruct schools to follow a particular course of direction with regard to individual complaint cases. My department's role is to clarify for parents and students how their grievances and complaints against schools can be progressed.
A school may have a formal complaints process in which case this should be followed in pursuing any complaint. Where a parent is of the view that a school's Board of Management has failed to investigate or adequately investigate their complaint, it is open to them to raise the matter directly with the Chairperson of the Board of Management.
The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or may have, adversely affected the child.
The Education (Student and Parent Charter) Bill has been passed by the Seanad and is currently awaiting a date for Committee stage in the Dáil.
The overall aim of the Bill is to improve the level of engagement in the school community by inviting feedback, comment and observation from the school community and by further developing a listening culture in schools.
One of the key concepts of the Bill is the need for a school to consult with students and their parents on individual school plans, policies and activities. This approach will help ensure that the various views of students and parents on issues and policies will be heard and responded to by schools.
The legislation will help ensure that the school community continues to work in partnership effectively together and will provide greater clarity for students and their parents on what they can expect from schools.
The legislation will require every school to publish and operate a Charter in accordance with national Charter guidelines.
The Bill sets out the key matters that the Minister must have regard to when preparing the charter guidelines and the types of matters that can be addressed in those guidelines. The Bill also provides for the Minister to give a direction to a board of management where he or she is of the opinion that a board of management has failed, or is failing, to comply with its obligation to prepare, publish and implement a charter.
In relation to complaints, the Bill proposes to replace the existing Section 28 of the Education Act, 1998 with a new Section 28 which, working with other provisions of the Bill, will ensure that all schools will be required to have and to implement standardised complaints procedures for parental complaints and complaints from pupils and students.
The charter guidelines will set out the details of the complaints procedures and these will focus on dealing with complaints efficiently, effectively and, as far as possible, informally.
My Department has commenced work to develop standard complaints procedures for schools in collaboration with the education partners.
Question No. 1126 answered with Question No. 1125.
Departmental Data
Questions (1127)
Grace Boland
Question:1127. Deputy Grace Boland asked the Minister for Education and Youth the circumstances under which the Teaching Council may accept complaints without the school’s internal procedure being fully exhausted; and whether legislative changes are needed to ensure timely intervention in cases of serious concern; and if she will make a statement on the matter. [74776/25]
View answerWritten answers
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with: www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf
As set out in the Schedule to the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule to the Regulations.
The Teaching Council is the regulator of the teaching profession in Ireland. Its role is to protect the public by promoting and regulating professional standards in teaching. This is discharged through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose members meet and uphold high standards of professional competence and conduct. The Department has no role in the registration of individual teachers.
As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration. One of the ways the Council ensures and regulates standards is by ensuring that all teachers entering the profession in the Republic of Ireland have met the required standards.
Part 5 of the Teaching Council Acts allows the Teaching Council to receive complaints about registered teachers, and to conduct investigations and hold inquiries, where deemed appropriate.
Any person, including members of the public, employers and other teachers may make a complaint about a registered teacher. In addition, the Teaching Council can itself make a complaint about a registered teacher.
The Teaching Council Act at Section 37 provides for notifications to be made to the Council by schools in certain circumstances where a teacher resigns or is dismissed, including following the making of a complaint. The information to be provided and the circumstances comprehended are contained in S.I. No. 230 of 2023 TEACHING COUNCIL (INFORMATION TO BE FURNISHED BY EMPLOYER IN CASE OF DISMISSAL OR RESIGNATION OF REGISTERED TEACHER) REGULATIONS 2023. Such notifications may result in a Fitness to Teach inquiry, following consideration by the Investigating Committee of the Council.
In general, the Council’s Investigating Committee can consider complaints under a number of grounds including professional misconduct and poor professional performance. Please note that all registered teachers are expected to comply with: www.teachingcouncil.ie/fitness-to-teach/updated-code-of-professional-conduct/
It is important to note that the Council can only investigate complaints relating to currently registered teachers.
The Code sets out the standards of professional knowledge, skill, competence and conduct which are expected of registered teachers. The standards are underpinned by four core values – respect, care, integrity and trust, and reflect the complexity of teaching.
All complaints will be considered in accordance with the Teaching Council Acts, 2001 – 2015 and procedures and rules approved by Council.
One of the first steps that will usually be taken by the Investigating Committee is to ascertain if the complaint has been or is being dealt with at local level within the school (i.e. with the Principal or Board of Management (BoM) or the Chief Executive in the case of an Education and Training Board school). If school disciplinary procedures (established under section 24 of the Education Act, 1998) have not been exhausted, then the Investigating Committee is required to refuse the complaint in accordance with the provisions of the Teaching Council Acts, unless in the Committee’s view, there are good and sufficient reasons to proceed to consider the complaint notwithstanding the fact that school procedures have not been exhausted. Both the school’s process and the Council’s complaint process are independent of each other and have different purposes. It is for the Investigating Committee to determine whether those good and sufficient reasons exist. However, this could for example, include complaints where the conduct complained of is, in the view of the Investigating Committee, of a serious nature. This could arise for example where complaints raise child protection concerns.
For a complaint to be referred by the Investigating Committee to the Disciplinary Committee, the complaint must be of a serious nature. The standard of proof at a Fitness to Teach inquiry currently is the criminal standard of ‘beyond a reasonable doubt’ so all allegations at inquiry must be proven to this standard. Any of the more serious sanctions imposed following an inquiry must be confirmed by the High Court.
If a person wishes to make a complaint about a registered teacher, they should first read the Frequently Asked Questions on the Council’s website before submitting a completed and signed 'Complaint Form' in respect of each teacher they wish to make a complaint about (the Complaint From can be found on the Teaching Council website). The Teaching Council Acts require that complaints must be presented in writing and be signed. The complainant should outline the specific conduct which is alleged against the teacher in question. Please note that in terms of fair procedures, copies of a complaint and all the documents received in relation to a complaint are sent to the teacher the subject of that complaint.
The Investigating Committee can consider complaints about certain matters that relate to conduct outside the course of the registered teacher's profession on grounds such as convictions for certain offences, and where the conduct is of such a serious nature as would bring the profession into disrepute.
If a person is concerned that children or vulnerable persons are, or may be, at risk of harm they should inform Tusla - the Child and Family Agency, An Garda Siochána and/or the relevant school, as appropriate.
Departmental Data
Questions (1128)
Grace Boland
Question:1128. Deputy Grace Boland asked the Minister for Education and Youth the number of complaints received by the Teaching Council in the past three years, by source (parents, boards of management, others); the outcomes of these complaints; and if she will make a statement on the matter. [74777/25]
View answerWritten answers
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025 - www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf
As set out in the Schedule to the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule to the Regulations.
The Teaching Council is the regulator of the teaching profession in Ireland. Its role is to protect the public by promoting and regulating professional standards in teaching. This is discharged through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose members meet and uphold high standards of professional competence and conduct. The department has no role in the registration of individual teachers.
As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration. One of the ways the Council ensures and regulates standards is by ensuring that all teachers entering the profession in the Republic of Ireland have met the required standards.
Part 5 of the Teaching Council Acts allows the Teaching Council to receive complaints about registered teachers, and to conduct investigations and hold inquiries, where deemed appropriate.
Any person including members of the public, employers and other teachers may make a complaint about a registered teacher. In addition, the Teaching Council can itself make a complaint about a registered teacher.
In general, the Council’s Investigating Committee can consider complaints under a number of grounds including professional misconduct and poor professional performance. Please note that all registered teachers are expected to comply with the Council’s Code of Professional Conduct for Teachers - www.teachingcouncil.ie/fitness-to-teach/updated-code-of-professional-conduct/
It is important to note that the Council can only investigate complaints relating to currently registered teachers.
The Code sets out the standards of professional knowledge, skill, competence and conduct which are expected of registered teachers. The standards are underpinned by four core values – respect, care, integrity and trust, and reflect the complexity of teaching.
All complaints will be considered in accordance with the Teaching Council Acts, 2001 – 2015 and procedures and rules approved by Council.
During the 2024/2025 reporting year which ran from 28 March 2024 - 27 March 2025, the Teaching Council received 53 complaints.
Further information can be found on pages 24 – 30 of the Teaching Council’s Annual Report 2024/25: www.teachingcouncil.ie/assets/uploads/2025/10/Teaching-Council-Annual-Report-2024-2025.pdf
During the 2023/2024 reporting year which ran from 28 March 2023 - 27 March 2024, the Teaching Council received 58 complaints.
Further information can be found on pages 32 – 39 of the Teaching Council’s Annual Report 2023/24: www.teachingcouncil.ie/assets/uploads/2025/01/Teaching-Council-2023-2024-Annual-Report-English.pdf
During the 2022/2023 reporting year which ran from 28 March 2022 - 27 March 2023, the Teaching Council received 43 complaints.
Further information can be found on pages 43 – 50 of the Teaching Council’s Annual Report 2022/23: www.teachingcouncil.ie/assets/uploads/2023/08/Teaching-Council-Annual-Report-2022-to-23-Final.pdf
Tables containing the status of complaints at the end of each reporting year and the breakdown of the source of the complaints, as requested by the Deputy, are at the link below. This information is also included in the Teaching Council's Annual Reports, available on its website.
Departmental Reviews
Questions (1129)
Grace Boland
Question:1129. Deputy Grace Boland asked the Minister for Education and Youth if she will review the effectiveness of Section 19 of the Education Act 1998 in enabling patrons to intervene when Boards of Management fail to discharge their duties; whether additional powers or guidance are required; and if she will make a statement on the matter. [74778/25]
View answerWritten answers
The Education Act, 1998 sets out the key roles and functions that are discharged by patrons and boards of management in the running of schools.
The governance structure of schools is such that, in accordance with the Education Act, 1998, the patron of a school does not have a direct role in the day to day management of the school which is a matter for the board of management.
The Act provides that it is the duty of the board of management to manage the school on behalf of the patron, for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school. The Act also provides for the dissolution of a board by the patron where the patron is satisfied that the functions of the board are not being effectively discharged.
Section 19 of the Education Act provides for the patron, where they are of the opinion that the functions of a board are not being effectively discharged, following issuing a notice to the board members and consideration of any representations received, to authorise any person or persons as the patron may deem appropriate to report to the patron on any matter arising from or relating to the operation of that board.
While the patron is required to inform the Minister where they propose to exercise functions under section 19, there is no requirement for the patron to provide the Minister with any further detail in relation to the matter.
Where a matter can’t be resolved informally the school should have a formal complaints procedure that can be followed. This procedure sets out what the parent may have to do and how long it should take the school to deal with the complaint. After reaching its decision, the school management authority will inform the parent of its decision. This decision ends the school complaints process.
The Department’s role in relation to parental complaints is to clarify for parents how their grievances and complaints against the school can be progressed.
There is also the option of raising the complaint with the Ombudsman for Children. The Office of the Ombudsman for Children may also independently investigate complaints relating to the administrative actions of a school recognised by the Department of Education provided the parent has fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions of a school has, or may have, adversely affected the child - Email: ococomplaint@oco.ie or Freephone: 1800 20 20 40.
Question No. 1130 answered with Question No. 1125.
Question No. 1131 answered with Question No. 1125.
Departmental Correspondence
Questions (1132)
Niamh Smyth
Question:1132. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a person (details supplied); if she will provide an update on the person’s PME scheme application; and if she will make a statement on the matter. [74783/25]
View answerWritten answers
This Government is 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.
A range of measures have been introduced to support schools in their recruitment efforts. One such measure is the PME Fee Refund Scheme. The Department published Circular 0069/2024 Professional Master of Education (PME) Fee Refund Scheme in September 2024. This circular provides the eligibility criteria and application process for the scheme. The circular also states that applicants must be newly qualified teachers that have successfully completed a PME programme in 2024 calendar year. The completion of the course work in itself does not satisfy the requirement that applicants have successfully completed their PME programme. To have successfully completed a PME programme, a student must have received their results from the provider showing the successful completion of the programme.
As part of the verification process, the Department confirmed with the Teaching Council those applicants who graduated with a PME qualification in 2024.
Over 1,800 applications were received with over 1,500 teachers paid to date. Further payments will issue as the remaining small number of applications are finalised.
I can confirm that my Department has been in contact with the person referred to in the question in relation to their application.
Schools Building Projects
Questions (1133)
Richard Boyd Barrett
Question:1133. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if she will commit to a start date for the long-overdue construction of a permanent building for a school (details supplied); if she acknowledges that planning permission was secured in 2023 for a permanent building at the site of the former Dún Laoghaire fire station and a design team appointed but the project has not progressed since; and if she will make a statement on the matter. [74789/25]
View answerWritten answers
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 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 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 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.
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.
School Enrolments
Questions (1134)
Paul Lawless
Question:1134. Deputy Paul Lawless asked the Minister for Education and Youth the reason a school (details supplied) in County Mayo was restricted to 100 student's enrolment for September 2025 when they had capacity to take 144 students. [74798/25]
View answerWritten answers
My Department works closely with school patrons in order to ensure that there are sufficient school places available for all children in Westport each September. In order to cater for Westport’s longer-term educational provision at post primary level, my Department is investing in two substantial capital projects in the town. A large-scale major capital project was approved for Sacred Heart Secondary School which will provide a new replacement school for 600 pupils including special educational provision. Rice College was approved a significant additional school accommodation project to provide appropriate accommodation for 600 pupils also including special education provision.
My Department’s ongoing engagement with the patron bodies of the post-primary schools in Westport will ensure that there are sufficient post-primary school places across the two schools and to support the sustainable provision of high-quality post-primary education in the town. Enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places and that existing capacity is optimised and sustainably managed to avoid unsustainable enlargement of one school at the expense of another in an area.
I wish to advise the Deputy, both schools opened their admissions processes in October and my Department requested information on applications to both schools for first-year places for 2026/2027 to aid its understanding of capacity requirements in Westport for next September. The Department has received the requested enrolment data from both schools which highlights that there are more places available across the two schools than children seeking first year places in the town.
Furthermore, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas including Westport and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. 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 (NDP). My Department expects to publish its own NDP Implementation Plan shortly. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs. This approach is reflected in the large investment which the Department is making in both existing post primary schools in Westport.
While some applicants may not yet have received an offer of a school place for 2026/2027, families can be assured that all children who require a school place will be provided with one. My Department will continue to work with, and support, schools to ensure that there are sufficient places for all students.
Departmental Data
Questions (1135)
Paul Lawless
Question:1135. Deputy Paul Lawless asked the Minister for Education and Youth the reason a school (details supplied) in County Mayo does not provide wood work or metal work classes in an all boys school; and if she will make a statement on the matter. [74799/25]
View answerWritten answers
Under the Education Act 1998, the School Board of Management appointed by the School’s Patron, is the body charged with the direct governance of a School and the School Principal manages the School on a day-to-day basis.
Each School has the autonomy to design their own timetables and decide which subjects and programmes the school will offer based on the educational needs and interests of their students as well as considerations such as classroom space, staffing, time limitations etc.
In cases where restrictions apply, schools should have clear procedures regarding admission to the programme or subject which indicate how places are allocated to students if there is over or under subscription for a particular subject or programme.
Special Educational Needs
Questions (1136, 1137, 1138)
Barry Heneghan
Question:1136. Deputy Barry Heneghan asked the Minister for Education and Youth the current rules that prevent students in special schools from accessing transition year or an equivalent additional year; if she will ensure that these students have the same opportunity as their peers in mainstream schools; and if she will make a statement on the matter. [74804/25]
View answerBarry Heneghan
Question:1137. Deputy Barry Heneghan asked the Minister for Education and Youth when her Department last reviewed Rule 64 -1 of the Rules for National Schools in relation to the upper age limit for attendance at special schools; whether consideration is being given to amending this rule; whether an implementation timeline has been identified for any such amendment; and if she will make a statement on the matter. [74805/25]
View answerBarry Heneghan
Question:1138. Deputy Barry Heneghan asked the Minister for Education and Youth the measures which are currently in place to facilitate access to an additional year of education for students in special schools with the highest level of need; whether exemptions or other administrative arrangements are used for this purpose; and if she will make a statement on the matter. [74806/25]
View answerWritten answers
I propose to take Questions Nos. 1136 to 1138, inclusive, together.
Enabling 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 advocates that students will be supported to receive an education in the most inclusive setting possible.
Special schools funded by my department are classified as primary national schools. They are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to provide an education to children and young people, with special educational needs, aged from 4 years to until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Senior Cycle, Junior Cycle Level One and Level Two learning programmes (L1L2LPs)/Leaving Cert Applied/QQI Level 3).
A request for an exemption from rule 64(1) can only be made by a school where in addition to the above:
1. The student requires one additional year in order to complete their course.
2. Retaining the student in the school for another school year will not prevent a younger student being enrolled there.
3. Plans are in place to transition the student to a post-school setting at the end of the school year.
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of students who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
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.
Question No. 1137 answered with Question No. 1136.
Question No. 1138 answered with Question No. 1136.
School Enrolments
Questions (1139, 1140, 1141, 1142, 1143)
Barry Heneghan
Question:1139. Deputy Barry Heneghan asked the Minister for Education and Youth the rationale for the 1 October deadline for applications requiring a letter of eligibility from the National Council for Special Education for enrolment in special schools; and if she will make a statement on the matter. [74812/25]
View answerBarry Heneghan
Question:1140. Deputy Barry Heneghan asked the Minister for Education and Youth if there is a legislative basis for the 1 October deadline applied by the National Council for Special Education for letters of eligibility for special school enrolment; and if she will make a statement on the matter. [74813/25]
View answerBarry Heneghan
Question:1141. Deputy Barry Heneghan asked the Minister for Education and Youth if she will consider waiving or extending the 1 October deadline for NCSE letters of eligibility in exceptional circumstances where a child’s assessment changes after that date; and if she will make a statement on the matter. [74814/25]
View answerBarry Heneghan
Question:1142. Deputy Barry Heneghan asked the Minister for Education and Youth the way the National Council for Special Education communicated the introduction of the 1 October deadline to parents and schools; and if she will make a statement on the matter. [74815/25]
View answerBarry Heneghan
Question:1143. Deputy Barry Heneghan asked the Minister for Education and Youth the reason parents are being prevented from applying to special schools without a letter of eligibility when schools’ admission policies remain in place and receipt of such a letter does not guarantee a place; and if she will make a statement on the matter. [74816/25]
View answerWritten answers
I propose to take Questions Nos. 1139 to 1143, inclusive, together.
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs. 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 process and consequently report a significant level of engagement and contact from families before 1 October.
This earlier date was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
I am happy to advise that the NCSE are this week formally sanctioning 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
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.
Question No. 1140 answered with Question No. 1139.
Question No. 1141 answered with Question No. 1139.